Sport & Psychology

Module Code : SL0702A
Module Title  : Contexts in Sport 1

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 7
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations : Galloway, Dr. Sean 


Module Tutor : Andrea Cameron (A510528)

Brief Description
This modules primary aim is to contextualize the theoretical knowledge students have acquired and demonstrate its practical application. This module will teach students how to plan and lead an activity session effectively. It will also provide students with knowledge and experience of the sport and exercise industry.

Aim
The aim of this module is to integrate theoretical knowledge with the practice environment. It also aims to provide students with knowledge,skills and experience of the context in which sports theory is applied via work-placements, practical activities and visiting speakers.

Learning Outcomes
By the end of this module the student should be able to :
1. Develop frameworks, based on observation, discussion and participation in sport and exercise activities to begin to reflect on the efficacy of personal and group practices
2. Demonstrate awareness of group and individual skills associated with working with people
3. Consider the theoretical elements associated with social, psychological and physical demands of sport/exercise, and have an awareness of the application of these elements.
4. Understand and experience the demands associated with different professions within the sports industry and begin to reflect on how this enables the student's own personal development

Indicative Content

1. Contextualize theoretical knowledge
Students will learn how to apply theoretical knowledge in the practice context via group-led sport and exercise activities, as well as considering the theory- practice links evident from placement.
2. Sport/Exercise Content
Consideration of application of skills from other modules: Motor learning, biomechanics, physiology, sports policy and how they impact on the practice environment and the decision-making processes
3. Career Advice
This module will provide career advice and the ability to utilise presentation skills to develop personal attributes relevant for employment in the sport and exercise industry.
4. Planning for coaching / leadership
planning and preparing sessions - delivering sessions. - evaluating coaching practice. - preparation. - timescales.
5. Leadership and Group Management and Organization
Students will develop an understanding of the key characteristics of leadership and how they develop their own personal abilities. Factors for successful group management will be presented such as planning and organization.
6. Leading sports and Activities Effectively
Planning and preparing sessions - delivering sessions, evaluating the ability to lead or teach activity sessions, practice, preparation and timescales again related to the effective delivery of activity sessions
7. Working with Special groups
Working with children in a sport/exercise context
8. Work Experience
Students will get the chance to experience what it is like to work in environments that will contextualize their possible degree choice.

Statement on Teaching, Learning and Assessment
The nature of practical and tutorial sessions, as well as work placement experiences mean that students are required to spend at least 74% of the module engaged in active enquiry. Group practical assessments, and Active Schools placements, with reflective assignments to accompany these, encourage students to consider the efficacy of group processes in delivering knowledge and skills. PDP allows students to consider personal strength and weaknesses, how to adapt to change and how to develop individual assets. External speakers help students recognise how practitioners may operate as part of an interdisciplinary team. Practical sessions allow for students' present practices to be constructively challenged/considered and built upon in relation to current thinking whilst observing principles of health and safety. The practical sessions also encourage students to work as effective groups and reflect on these processes. Work experience caters for specific creative application of sport and exercise theory, when constructing their own session plans and the students are expected to consider this within the Case Study assignment.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 18 hours
Tutorial/Seminar : 16 hours
Supervised Practical Activity : 30 hours
Unsupervised Practical Activities : 24 hours
Assessment : 40 hours
Independent : 172 hours

Assessment

Portfolio 1 Directed Activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 30
Return Week        : 33
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Andrea Cameron (A510528)

2 Practical 2 Assessed Practical Sessi
Weighting             : 30%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 19
Associated Learning Outcomes : 1,2
Assessment Tutor : Andrea Cameron (A510528)

Reflective Log 3 Personal Development Plan
Weighting             : 30%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 18
Return Week        : 22
Associated Learning Outcomes : 1,3,4
Assessment Tutor : Andrea Cameron (A510528)
Case Study 4 Reflections on placement
Weighting             : 40%
Workload              : 16 hrs
Issue Week          : 1
Submission Week : 29
Return Week        : 35
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Andrea Cameron (A510528)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade will be ineligible for re-assessment

Additional Tutors :
Adam Hunter (A515769)
Ann-Marie Knowles (A515775)
Ross Lorimer (R514505)
STEFAN KOEHN (S515571)

Supportive Reading
Martens, R. 1997 Successful Coaching Human Kinetics : Leeds
McMorris, T 2006 Coaching Science: theory into practice Wliey & Son :Chichester
Cottrell, S 2003 Skills for Success Macmillan, Basingstoke

Specialist Resources
Sports specific facilities/equipment

Teachability Issues for this module are :
Oral,Visual,Diagrammatic,Reading,Writing,Collaboration,Physical,Professional

Key Transferable Skills for this module are :
Communication,Enterprise,Team Work,Problem Solving,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism

Module Code : PS0711A
Module Title  : Introduction to Research Methods in Psychology 1

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 7
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 06/09/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : ANNE SCRIMGEOUR (A514009)

Brief Description
The module introduces students to the core principles and practical skills of psychological research. The knowledge base includes an introduction to the scientific process (and its limitations), benefits and disadvantages of key research designs (quantitative and qualitative), the rationale and practical application of statistical analysis and ethical considerations. Practical activities facilitate understanding of the link between knowledge in psychology and empirical research.

Aim
The aim of the module is to facilitate development of a basic understanding of psychology as a science and the skills necessary to work and think like a psychologist. These include the ability to critically evaluate research, to employ a systematic approach to problem solving, use of statistical software, the confidence and creativity to evaluate research projects and to assimilate and communicate information effectively. This provides an understanding of research methods which enables students to fully appreciate the material covered across Social and Health Science

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate knowledge of the different methods that are used in psychological research and the difference between these methods through active participation in class and via assessment.
2. Evaluate experimental designs and formulate solutions to routine design problems through active participation in class and assessment.
3. Develop understanding of the rationale for statistical analysis in psychology research, and show competence in descriptive & inferential analysis using SPSS via active participation and assessment
4. Demonstrate knowledge and understanding of the British Psychological Society Code of Conduct, Ethical Principles and Guidelines through active participation and assessment.
5. Explain the difference between theories that are based in evidence obtained from scientific research and other forms of explanations through active participation in class and assessment
6. Show evidence of independent research and write up a psychology investigation in standard American Psychological Association format via active participation and assessment

Indicative Content

1. The Role of Research in Psychology
Introduction to scientific enquiry and the role of research in psychology.
2. Introducing Methods of Research
Introduction to: the core research designs of correlation and experimentation; the potential problems and solutions of each research design; levels of measurement.
3. The Experimental Method
Defining experimental variables. Experimental design. Bias and control.
4. Descriptive Statistics
Measures of central tendency and dispersion. Graphical and tabular presentation of data. Properties of the normal distribution curve. Standard error of the mean and confidence intervals.
5. Inferential Statistics
Introduction to hypothesis formation and testing. The role of probability in statistical inference. Test selection for parametric and non-parametric data. Data analysis using inferential statistical tests. Type I and Type II errors.
6. Introduction to SPSS
Introduction to: data entry in SPSS; use of SPSS to summarise data in tables and graphs; use of SPSS to perform descriptive and inferential statistical analysis.
7. Introduction to Qualitative Research in Psychology
Introduction to: the key differences between quantitative and qualitative research methods; the key data collection and analytic techniques for qualitative data.
8. Ethics
Introduction to ethical considerations and implications with reference to the British Psychological Spciety Guidelines.
9. Library Skills
Identify, locate and evaluate appropriate academic sources for a set academic task using key library and information skills, and acknowledge their use.
10. Report Writing
Conveying information from investigations using the appropriate APA standard. Conduct and report a literature review using appropriate academic sources.

Statement on Teaching, Learning and Assessment
PS0711a classes comprise lectures, practicals and help classes focussed around practical work with a mix of independent and small group working (80%). In practical classes, students conduct experiments or participate in demonstrations to apply and consolidate the theoretical work covered in lectures. We seek to enable students to reach conclusions on their own, based on their experience in practical classes, that support the principles of research methods. Examples include small group work to develop a research project in which students must consider: design issues, practical issues, theoretical issues and data analysis. We encourage debate and critical and creative problem solving. Over the course of the semester we demonstrate how each of the points students considered are part of the formal research process. By so doing, we seek to encourage students to collaborate with others (e.g. in small group work), and with tutors by engaging in discussion and debate. Training in research methods, especially practical training, naturally encourages critical and creative thinking but we try to ensure this further by asking students to solve problems using critical and creative techniques in small groups during the first weeks of semester. Dealing with primary scientific literature and learning to manage datasets enables students to challenge complexity. The module is delivered in collaboration with Introductory Psychology modules such that the weekly practicals reflect the material delivered in each. This supports the understanding of the relationship between knowledge of psychology and empirical research. It is a primary aim of the module to encourage confident thinking by enabling students to develop the skills needed to evaluate their own work, as well as other research, to think independently and to have faith in their own opinions and ideas. 80% of the learning activities involve enquiry-based learning (e.g. group work, pratical work, independent learning exercises) and students are expected to source approximately 50 - 60% of material (e.g. journal articles) independently.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 24 hours
Tutorial/Seminar : 24 hours
Supervised Practical Activity : 24 hours
Assessment : 40 hours
Independent : 188 hours

Assessment

Practical 1 Practical (S1)
Weighting             : 25%
Workload              : 10 hrs
Issue Week          : 7
Submission Week : 11
Return Week        : 19
Associated Learning Outcomes : 1,2,3,5,6
Assessment Tutor : Fhionna Moore (F514243)

2 Practical 2 Practical (S2)
Weighting             : 25%
Workload              : 10 hrs
Issue Week          : 25
Submission Week : 29
Return Week        : 35
Associated Learning Outcomes : 1,2,3,5,6
Assessment Tutor : Fhionna Moore (F514243)

Portfolio 3 Portfolio
Weighting             : 10%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 27
Return Week        : 32
Associated Learning Outcomes : 1,2,4,5
Assessment Tutor : Fhionna Moore (F514243)
Examination 4 Examination
Weighting             : 40%
Workload              : 12 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Fhionna Moore (F514243)
 
 
 


Additional Assessment Information
Unit 1: Practical Report of research conducted in class in Semester 1, with 10 hours for completion outside of class Unit 2: Practical Report of research conducted in class in Semester 2, with 10 hours for completion outside of class Unit 3: Portfolio of participation in research projects (4 proformas to be completed by the student on participation in 4 separate research projects) Unit 4: An exam that is taken during the exam diet To pass this module students must demonstrate competency in lab report writing by achieving at least a grade D9 in one of the two research reports.

Additional Tutors :
ANNE SCRIMGEOUR (A514009)
Part-time Staff

Supportive Reading
Coolican, H. 2009 Research Methods and Statistics in Psychology Hodder Arnold
Coolican, H. 2009 Introduction to Research Methods in Psychology Hodder Arnold
Brace, N., Kemp, R., and Snelgar, R. 2009 SPSS for Psychologists Palgrave Macmillan

Specialist Resources
SPSS (version 20), Software for statistical analysis of numerical data

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration,Professional,Other

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Professionalism

Module Code : SL0704A
Module Title  : Introduction to the Science of Sport and Exercise 1

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 7
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Helen McHardy (H511004)

Brief Description
This module introduces the student to the study of anatomy, physiology, biomechanics and psychology which form the basis of the study of sport science.

Aim
The aim of this Module is to provide the student with: an introductory knowledge of the structure and function of the body systems that underpin the capacity for work.

Learning Outcomes
By the end of this module the student should be able to :
1. Describe the anatomy of the body and the relationship between agonist, antagonist, synergist and fixator muscle groups with reference to human movement.
2. Describe homeostasis in the human body using selected examples and use this knowledge to demonstrate, at a basic level, control of physiological systems at rest and during exercise.
3. Know the main fuels used by the body and describe, at a basic level, how these are utilised by the body at rest and in different states of feeding and activity.
4. Demonstrate knowledge of basic sports biomechanical theory; linear, angular and projectile motion, energy and Newtonian mechanics.
5. Apply the theoretical aspects of biomechanics to the practical setting; understand various measurement procedures and describe simple performances both quantitatively and qualitatively.
6. Understand the key psychological theories relating to sport performance and demostrate an appreciation of the ways in which sport psychologists can apply appropriate theories in sporting contexts.

Indicative Content

1. Anatomy and Kinesiology
Structure and function of bones, joints, tendons, ligaments and fascia. Major muscle groups. Muscle relationships: prime movers, antagonists, synergists and fixators.
2. Homeostasis
Homeostasis defined. Membrane transport, intercellular communication and examples of homeostatic control.
3. Cardiorespiratory system
Circulatory and respiratory systems; heart rate, stroke volume, cardiac output, blood pressures, cardiac cycle, ventilation, blood gasses, distribution of blood flow, VO2, VCO2, RER. Nervous system and muscle contraction.
4. Neuromuscular system
Nervous system, motor units, muscle contraction, length/tension and force/velocity relationships, gradation of contraction.
5. Bioenergetics and metabolism
Use of carbohydrates and fats as fuels to provide energy at rest and during exercise.
6. Biomechanics 1
Sports biomechanics in sporting performance; forces and the movement of mass, Newton's laws of motion, projectile motion, impulse and momentum.
7. Biomechanics 2
Centre of mass and balance, axes of rotation, levers, moment of inertia, angular momentum and torque, potential and kinetic energy.
8. Psychology
The roles of sport, health and exercise psychologists. Overview of psychology. Cognition. Developmental, social and biological perspectives. How these areas of psychology relate to sport, health and exercise.
9. Learning, motivation, efficacy and self confidence
Learning theory, feedback, skill acquisition, memory and cognition, intrinsic and extrinsic motivation.
10. Well-being and attitudes to sport and exercise
Beneficial effects of sport and exercise on well- being, depression, mood change. Addictive and unhealthy behaviours.

Statement on Teaching, Learning and Assessment
This module aims at providing the scientific basis of physiological, biomechanical and psychological human functioning to better understand sport behaviour. Module content will be delivered in a series of lectures and practical sessions followed by tutorials. Students are required to spend the majority of the time in practicals and tutorials engaged in active enquiry which will encourage problem-solving, collaborative learning, and reflection. Sessions will be conducted under a strong enquiry-based learning environment; therefore, learners are encouraged to take responsibility for their own learning. Students are introduced to scientific concepts through the practical sessions which will allow the study of the integration of physiological, biomechanical and psychological parameters whilst undertaking physical work. Students will be required to work within a group to produce a project proposal as a unit of assessment. This work encourages students to choose a methodology to test whilst establishing effective group processes to design the protocol. Such an assessment encourages a multidisciplinarity approach and integration of knowledge across areas of sport sciences. A portfolio of directed activities allows students to search for and construct own knowledge, solve problems, and reflect upon module contents. In addition, it will allow students to be fully prepared and engage confidently in tutorials and practical activities, by sharing knowledge and experiences and reflecting on them in a collaborative environment. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (units 1,2,3,4,5), determine creators (units 1,3,5), flexible collaborators (units 2,3,5), challenging complexity, driving change (units 5). It is expected that 75% of the contact time in this module will be devoted to active enquiry-based learning activities.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 24 hours
Tutorial/Seminar : 24 hours
Supervised Practical Activity : 24 hours
Assessment : 24 hours
Independent : 204 hours

Assessment

Portfolio 1 Directed Activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 31
Return Week        : 35
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Helen McHardy (H511004)

2 Coursework 2 methodology
Weighting             : 25%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 18
Associated Learning Outcomes : 2,3
Assessment Tutor : Helen McHardy (H511004)

Coursework 3 research proposal
Weighting             : 30%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Helen McHardy (H511004)
Examination 4 MCQ via webCT
Weighting             : 45%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,4,5,6
Assessment Tutor : Ross Lorimer (R514505)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible fo

Additional Tutors :
Adam Hunter (A515769)
Carla McCabe (C515419)
GAVIN DEVEREUX (G515254)
Ross Lorimer (R514505)

Supportive Reading
Powers and Howley 2001 Exercise Physiology: theory and application to fitness and performance McGraw Hill, New York
Hall, S 2004 Basic Biomechanics McGraw Hill, New York
Gould, D & Weinberg, R 2007 Foundations of sport and exercise psychology Champaing, IL: Human Kinetics

Specialist Resources
Computer rooms. 1008

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration,Physical

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Leadership

Module Code : PS0701A
Module Title  : Introductory Psychology 1

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 7
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 06/03/13 By

Pre-requisites :  
Co-requisites :  
Replaced Modules : PS101A 
Prohibited Combinations :  


Module Tutor : Siobhan MacAndrew (S510836)

Brief Description
This module introduces students to three key areas within Psychology, namely: Social Psychology, Cognitive Psychology and Historical and Conceptual issues in Psychology

Aim
This module introduces the conceptual framework of psychology through the medium of research in social psychology and cognitive psychology. The module places emphasis on appreciating the link between scientific study in psychology and understanding issues in the 'real world'.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate their knowledge and understanding of psychological theory in Social Psychology and Cognitive Psychology and appreciate the historical and conceptual background of these theories
2. Demonstrate their knowledge and understanding of empirical research in the areas of Social Psychology and Cognitive Psychology.
3. Appreciate the contribution of social psychology and cognitive psychology to the understanding of 'real life' issues
4. Articulate a particular interest in a specific topic in social or cognitive psychology, and to identify, locate, and describe, key research papers relevant to that interest
5. Understand and define key terminology in social and cognitive psychology
6. Have an insight into their own behaviour based on their knowledge of social and cognitive psychology

Indicative Content

1. Social Psychology: Introduction to social psychology
Evaluating the social world: attitudes and attitude change. Person perception: attribution, impression formation, schemas and stereotypes
2. Social Psychology: Interacting with another person
Attraction and altruism. Social influence: social facilitation, conformity and obedience
3. Social psychology: Social influence in groups
Social loafing, de-individuation, groupthink, leadership, prejudice and stereotyping
4. Cognitive Psychology: Using your head
How cognitive psychology experiments help us to understand the way we our minds work
5. Cognitive psychology: The mind plays tricks
Are you in touch with 'reality'? is seeing believing? can you trust your own judgment? How cognitive psychology helps us to understand mistakes and misunderstandings
6. Cognitive psychology: How well do you think?
How cognitive psychology helps us to understand the way thinking and remembering works. Why is thinking hard?
7. Conceptual Issues: Why psychology is a science
What makes psychology special? what makes a good psychologist? the philosophical underpinning of psychology
8. Conceptual Issues: Psychology's contribution to knowledge
Headline theoretical notions in psychology Headline thinkers in psychology
9. Conceptual Issues: Psychology and You
Making connections - how to apply your knowledge to real life issues

Statement on Teaching, Learning and Assessment
This is the first experience of core Psychology that students receive and as such introduces students to the development and history of psychology as a discipline, and introduces them to cognitive and social psychology. We assume no prior knowledge. The learning outcomes must be achieved while at the same time building confidence in independent learning. The student must develop metacognitive skill, the ability to reflect on their own mental processes, identify academic strengths, and address areas requiring further effort. The strategy for facilitating these skills is detailed below. The material is delivered as a combination of lecturers supplying subject content followed by students in groups exploring consequences, and students independently reflecting upon what they have learned from the module. Evaluation of personal development is provided by online discussion, quizzes, and the opportunity to produce movies based on their learning experiences. Assessment of subject content is provided by the multiple choice tests which require range of knowledge. Assessment of deeper conceptual understanding and independent research is carried out by the assessment of material discovered during the EBL sessions. Over the course of the module students will spend approximately 50% of their time engaged in, or preparing for, active enquiry sessions.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 18 hours
Supervised Practical Activity : 10 hours
Unsupervised Practical Activities : 6 hours
Assessment : 12 hours
Independent : 104 hours

Assessment

Portfolio 1 5 X online 20 item MC
Weighting             : 100%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 4
Return Week        : 5
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Siobhan MacAndrew (S510836)


 
 
 


Additional Assessment Information
Unit 1 - Portfolio- five 20 item multiple choice class tests. Each test is available for 7 days. There are 40 questions in total on cognitive psychology, 40 questions in total on social psychology and 20 questions on conceptual and historical psychology. Feedback of scores for MC tests is immediate and conversion table from scores to UAD grade is in module handbook. Universal feedback on work for the whole module available in week 18.

Additional Tutors :
Lloyd Carson (L510905)

Supportive Reading
Schacter, D., Gilbert, D, Wegner, D., 2012 Psychology, (European Edition), Palgrave/MacMillan
Myers, D. G. Abell, J., Kolstad, A., & Sani, F. 2010 Social Psychology (8th edition) McGraw Hill: Boston


Specialist Resources
Some of the material may be delivered using Turning Point. All teaching rooms including practical classrooms will require data projector and audio and movie playback facilities.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative

Module Code : PS0702A
Module Title  : Introductory Psychology 2

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 7
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : TAMSIN SAXTON (T515260)

Brief Description
Introduction to Psychology: Biological Psychology, Individual Differences and Developmental Psychology.

Aim
The aim of this module is to provide the students with an introduction to biological psychology, developmental psychology, and the psychology of individual differences. Key issues within each of these areas of psychology will be introduced.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand theoretical debates and evaluate competing theories within the domains of personality, developmental, and biological psychology.
2. Demonstrate a knowledge of empirical evidence related to these three areas of psychology.
3. Understand how these areas of psychology relate to other domains in psychology (e.g cognitive & social) and how research within them has developed historically and theoretically.

Indicative Content

1. Individual Differences
Introduction to theories of personality, including psychodynamic theory, trait and type approaches, humanism, and social learning theories.
2. Developmental
Pre-natal development, cognitive development, perceptual development, sex and gender and socialisation.
3. Biological
Structure & organisation of the CNS, basic neurochemistry and neurophysiology of nerve transmission, cortical localisation of function, psychopharmacology (drug action), reward.

Statement on Teaching, Learning and Assessment
This module continues on from PS0701A in introducing students to the core areas of individual differences, biological psychology and developmental psychology. During the lecture series, students are introduced to the seminal findings, theories and a brief history of each of these 3 areas. In addition, there are 5 x 2 hour enquiry based learning sessions in which students will be expected to work independently and in groups when engaging with complementary topics from each of the 3 fields of study. Although this module stands alone, it does add to the students' exposure to psychology following their previous engagement with PS0701. The subject content is assessed by 5 fortnightly multiple choice class tests, each worth 20% of the overall module grade. The assessment criteria for each of these tests are aligned to the teaching and learning outcomes. Students should spend at least 60% of their time engaged in enquiry based activities (including the enquiry based learning sessions, homework for enquiry based learning sessions, and own research and discovery for the assessments).

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 20 hours
Supervised Practical Activity : 10 hours
Assessment : 20 hours
Independent : 100 hours

Assessment

Portfolio 1 5 fortnightly class tests
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : 19
Submission Week : 22
Return Week        : 23
Associated Learning Outcomes : 1,2,3
Assessment Tutor : TAMSIN SAXTON (T515260)


 
 
 


Additional Assessment Information
Please note that due to the distribution of assessment units across the semester, ALL components (Developmental Psychology, Individual Differences; Biological Psychology) will be assessed. Online tests will be made available on weeks, 22, 24, 26, 28 and 30.

Additional Tutors :
Scott Hardie (S510828)

Supportive Reading
Davey, G., Albery, I.P., Chandler, C., Field, A., Jones, D., Sterling, C., Messer, D.J. & Moore, S. 2008 Complete Psychology, 2nd edition Hodder Education
Carlson N.R., Martin, G.N., Buskist, W. 2004 Psychology, 2nd edition Allyn & Bacon
Passer, M.W., Smith, R.E., Holt, N., Bremner, A., Sutherland, E. & Vliek, M. 2008 Psychology: The science of mind & behavior. McGraw-Hill Higher Education

Specialist Resources
Lecture rooms and practical/tutorial rooms will require laptop access to data projector, internet access, and audio and movie playback facilities.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills

Module Code : PS0801A
Module Title  : Biological Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 8
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : CLARE CUNNINGHAM (C514271)

Brief Description
This module examines the links between biology and psychology. It will introduce students to the biological processes that underpin observable behaviour, looking at systems that exert direct control over behavioural responses and those that play a modulatory role in human psychology.

Aim
The aim of this module is to provide knowledge of the structure and function of the nervous and endocrine systems, and their role in the production of behaviour. Also, it will introduce the evolutionary mechanisms that shape the complex physiological and psychological processes seen in modern humans.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate a basic understanding of the structure and function of the nervous and endocrine systems, and their contributions to the production of human behaviour.
2. Provide explanations of how biological processes influence specific behavioural responses.
3. Appreciate biological and psychological mechanisms seen in modern humans are a product of their evolutionary history, and evidence an understanding of the evolutionary processes that shape them.
4. Demonstrate an understanding of how biological theories relating to individual differences contribute to the production of human behaviour.
5. Incorporate information gained through self-study into own knowledge base and disseminate this information to peer group in disscussion- based learning.
6. Use knowledge gained about how biological factors contribute to human behaviour to scaffold knowledge gained in future learning, both within biological psychology and across psychological disciplines.

Indicative Content

1. Foundations of biopsychology
Historical views of the brain, mind and behaviour; consideration of dichotomies such as whether behaviour is physiological or psychological, innate or learned; introduction to an evolutionary approach in the study of behaviour including basics of inheritence and methods of research such as twin and adoption studies, and comparative psychology.
2. Structure and function of the central nervous system
Structure of the brain, neurons and neuronal networks; neuronal communication within and between neurons, and brain.
3. Biology of motivation
Looking at how the brain stimulates motivational behaviour in terms of movement and ingestion.
4. The neuroendocrine system and reproductive behaviour
Examining how hormones influence mate choice, mating behaviour and sexual orientation.
5. The brain and emotion
Emotions and emotional valence and components of the emotional response, the amygdala and limbic systems involvement in emotional arousal.
6. Neuropsychology
Looking at the physiological and behavioural effects of brain degeneration and implications for everyday life.

Statement on Teaching, Learning and Assessment
This module builds upon the biological psychology component offered in the first year introductory module PS0702A affording the opportunity for students to develop a more critical approach to this material. The module incorporates lecture-based delivery, lectorials and small-group teaching where discussions will be based on guided independent learning brought to the sessions by students. The core information will be delivered through lectures (14hrs = 42%). As second year students, it is important that the relevant knowledge base is developed so that discussions and own learning can be based on informed reasoning. To supplement lecture and lectorial material, there will be a series of web-based discussion activities (3hrs) where students can discuss topics with lecturing staff and peers. Activities within lectorials (10hrs) are aimed at improving understanding of how research drives knowledge and so teaching. Tutorial (6hrs) sessions will also focus on psychology research to stimulate student interest in the science that underpins the information presented. Thus, enquiry-based learning will contribute 58% of the course delivery. Small-group sessions allow the students to build on material disseminated in lectures and lectorials both through questioning information given, allowing them to become independent thinkers, and by broadening their understanding. There will also be a computer-based tutorial session that will develop the use of technology in learning and also strengthen teaching-research linkages. Learning outcomes will be assessed through a combination of examinations, aimed at assessing the accuracy of their knowledge, and participation in discussions to monitor their development as individuals and psychologists.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Tutorial/Seminar : 9 hours
Assessment : 20 hours
Independent : 97 hours

Assessment

Class Test 1 45 minutes short answer
Weighting             : 20%
Workload              : 4 hrs
Issue Week          : 23
Submission Week : 23
Return Week        : 26
Associated Learning Outcomes : 1,2,3
Assessment Tutor : CLARE CUNNINGHAM (C514271)

2 Examination 2 2 hr examination
Weighting             : 80%
Workload              : 16 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 36
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : CLARE CUNNINGHAM (C514271)

 
 
 


Additional Assessment Information
Class test will take place in normal lecture slot and will cover lecture material from weeks 18-20. Final exam will cover rest of lecture material and tutorials.

Additional Tutors :
Fiona McConnochie (F510904)
Scott Hardie (S510828)
Siobhan MacAndrew (S510836)

Supportive Reading
Pinel, J.P.J. 2011. Biopsychology, 8th Edition. Pearson Education Inc.
Carlson, N.R. 2011. Foundations of Behavioral Neuroscience, 8th Edition. Pearson Education Inc.
Kolb, B. & Whishaw, I.Q 2008. Fundamentals of Human Neuropsychology 6th Edition. London: Worth

Specialist Resources
Books available on EBRAY: Rodgers, L.J.(Ed). 2002. Comparative Vertebrate Lateralization, Cambridge University Press. Kay I. 1998. Introduction to Animal Physiology, BIOS Scientific Publishers

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative

Module Code : PS0802A
Module Title  : Cognitive Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 8
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Kenneth Scott-Brown (K511040)

Brief Description
An introduction to the related fields of learning theory, cognition and human perception.

Aim
The aim of this Module is to provide the student with: an understanding of behaviourism, cognition and perception.

Learning Outcomes
By the end of this module the student should be able to :
1. Describe and evaluate Classical and Operant Conditioning experiments and comment on their usefulness in explaining human and animal behaviour.
2. Comment on the use of experimental paradigms in the field of cognitive psychology when attempting to understand specific aspects of human performance.
3. Know the pathways involved in the appropriate sensory systems.
4. Appreciate the similarities and differences in the coding and processing of information in the sensory pathways.
5. Understand the use of knowledge of sensory and cognitive systems in psychology.

Indicative Content

1. Cognition
Visual Imagery; Object Recognition; Change Blindness; Introduction to theories of attention; Problem solving; Decision making; Cognition and Emotion; Preconscious Processing.
2. Perception
Overview of visual system; Perception of events; Stereo; Spatial Vision and form perception; The perceptual aspects of reading; hearing and listening.
3. Learning Theory
Habituation; Classical conditioning; Operant Conditioning; Applications of Learning Theory.
4. Memory
Levels of Processing, Working Memory, Models of Long- term Memory.

Statement on Teaching, Learning and Assessment
Cognitive psychology is a pervasive subject in life and work and is presented in a variety of formats to engage students from different programmes. The module comprises a blend of lectures (65% of contact), supervised practicals (35% of contact), and independent study (69% of total module time). The lectures serve to delineate the breadth and depth of the syllabus and each lecture has key and supplementary readings associated with. Students directly experience the key concepts themselves in the practicals, and then develop their awareness of the critical issues surrounding these concepts in the lectures and in their own study. Students will be required to work in small groups in some of these practicals. Learning is enhanced by reflection on the relevance of the content of the module to the student’s programme of study. The coursework allows the students to engage with a sustained piece of intellectual research on a topic related to the module. Suggested readings, advice and activity based on creating appropriate written work is provided in the practicals. The coursework allows the students to develop an independent thread of investigation within the syllabus and to practice their skills in synthesis and effective communication in written form. The exam format ensures a breadth of coverage across the module content. The assessments address topics covered exclusively in the practicals as well as topics from the lectures. The successful students in this module will have taken responsibility for the selection of their coursework topic and planned a systematic review of the available literature. They will have constructed a review of the relevant subset of cognitive psychology according to a pre-defined professionally recognised presentation and referencing format. This will have been done according to published deadlines and guidelines. Successful students will have undertaken a programme of study and revision leading to completion of the assessments requiring exhibition of knowledge and understanding of seminal concepts in Cognitive Psychology assessed by the appropriate Learning Outcomes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 18 hours
Supervised Practical Activity : 10 hours
Assessment : 20 hours
Independent : 102 hours

Assessment

Coursework 1 Review (1000 words)
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 9
Return Week        : 13
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Kenneth Scott-Brown (K511040)

2 Examination 2 One hour written exam
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 19
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Kenneth Scott-Brown (K511040)

 
 
 


Additional Assessment Information


Additional Tutors :
Andrea Szymkowiak (A511207)
Malcolm Cook (M510676)

Supportive Reading
Goldstein, E. Bruce 2009 Sensation and Perception. 6th Edition Wadsworth Publishing Co. Inc.
Eysenk, M.& Keane, M. 2010 Cognitive Psychology, 6th Edition Psychology Press: Hove
Braisby, N & Gellatly, A 2005 Cognitive Psychology OU Press: Oxford

Specialist Resources
Practical activity involves PCs that must have QuickTime(TM) sofware in lecture room PCs and both Quicktime and E-Prime software installed in labs.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Interpersonal,Quantitative

Module Code : SL0802A
Module Title  : Contexts in Sport 2

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 8
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations : Galloway, Dr. Sean 


Module Tutor : Andrea Cameron (A510528)

Brief Description
The module reinforces and builds on the introductory skills taught at level 7 and should therefore provide the students via placement, visiting speakers and practical experiences with a vision of the real world context of the Sport and Exercise industry. This module is designed to enable students to apply and integrate theory learned on their course, as well as requiring the student to engage in personal development planning, so that he/she can make an informed decision about their future career aspirations.

Aim
The aim of this module is to integrate theoretical knowledge with the practice environment of leading sport and activity sessions. It also aims to provide students with knowledge, skills and experience, via work placements and visiting speakers, of the real world context of the Sport and Exercise industry. These experiences should also enable the student to choose an appropriate career path in the sports and exercise industry.

Learning Outcomes
By the end of this module the student should be able to :
1. Begin to use appropriate frameworks, based on observation, reflection, discussion and participation in sport/exercise activities to evaluate and develop personal practice
2. Demonstrate increased awareness of group and individual skills associated with managing people.
3. Identify the theoretical elements associated with social, psychological and physical demands of sport/exercise activities, and be aware of appropriate application of these elements.
4. Understand and experience the demands associated with different professions within the sport and exercise industry and reflect on these in evaluating personal learning and development.

Indicative Content

1. Contextualize theoretical knowledge
Students will learn how to apply theoretical knowledge in the practical contexts via group case study activities and placement experiences.
2. Sport/Exercise Content
Revision/application of previously learned skills from other modules: Psychology, biomechanics, physiology, social policy and how they impact on the practise environment.Reflection on theory-practice links will occur in tutorials
3. Career Advice
This module will provide career advice and opportunity to develop presentation skills and personal attributes, via practical presentations, that could help the student gain employment in the sport and exercise industry.
4. Leadership and Group Management and Organization
Students will develop an understanding of the key characteristics of leadership and how to develop personal abilities. Factors for successfully managing groups will be appraised, such as planning and organization.
5. Leading sports and Activities Effectively
planning and preparing sessions - delivering sessions, evaluating the ability to lead or teach focussed activity sessions to specific client groups, practice, preparation and timescales again related to the effective delivery of activity sessions.
6. Working with Special groups
Working with children, and adult community groups in a sport/exercise context.
7. Work Experience
Students will get the chance to experience what it is like to work in environments that will contextualize their possible degree choice.
8. Personal Development Planning
assessing strengths and weaknesses, objective setting, and reflecting on progress as well as identifying resources to enable personal progress.

Statement on Teaching, Learning and Assessment
The nature of practical and tutorial sessions, as well as work placement experiences mean that students are required to spend at least 74% of the module engaged in active enquiry. Group practical assessments, and Active Schools placements, with reflective assignments to accompany these, encourage students to consider the efficacy of group processes in delivering knowledge and skills. PDP allows students to consider personal strength and weaknesses, how to adapt to change and how to develop individual attributes. External speakers help students recognise how practitioners may operate as part of an interdisciplinary team. Practical sessions allow for students' present practices to be constructively challenged/considered and built upon in relation to current thinking whilst observing principles of health and safety. These sessions allow the student to develop confidence in their thinking and to be creative in how they choose to address the given case study. Work experience caters for specific creative application of sport and exercise theory, and the students are expected to consider this within the Logbook assignment.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 16 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 30 hours
Unsupervised Practical Activities : 30 hours
Assessment : 40 hours
Independent : 172 hours

Assessment

Portfolio 1 Directed Activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 30
Return Week        : 33
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Andrea Cameron (A510528)

2 Practical 2 Case Study presentations
Weighting             : 30%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 19
Associated Learning Outcomes : 1,2
Assessment Tutor : Andrea Cameron (A510528)

Reflective Log 3 Personal Development Plan
Weighting             : 30%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 18
Return Week        : 22
Associated Learning Outcomes : 1,2,4
Assessment Tutor : Andrea Cameron (A510528)
Reflective Log 4 Logbook of placement
Weighting             : 40%
Workload              : 16 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Andrea Cameron (A510528)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade from a failed portfolio, will be ineligible for re-assessment.

Additional Tutors :
Adam Hunter (A515769)
Ann-Marie Knowles (A515775)
Ross Lorimer (R514505)
STEFAN KOEHN (S515571)

Supportive Reading
Martens, R. 1997 Successful Coaching Human Kinetics : Leeds
McMorris, T 2006 Coaching Science: theory into practice Wiley & Sons, Chichester
Cottrell, S 2003 Skills for Success Macmillan, Basingstoke

Specialist Resources
Sports specific facilities/equipment

Teachability Issues for this module are :
Oral,Visual,Diagrammatic,Reading,Writing,Collaboration,Physical,Professional

Key Transferable Skills for this module are :
Communication,Enterprise,Team Work,Problem Solving,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism

Module Code : SL0804A
Module Title  : Introduction to the Science of Sport and Exercise 2

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 8
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : JOHN BABRAJ (J515032)

Brief Description
This module is designed to build on physiology, psychology and biomechanics knowledge within a sport science context, and for the students to understand how integration of this theory relates to sports performance and health.

Aim
The aim of this Module is to provide the student with a detailed understanding of the physiological, psychological and biomechanical effects of exercise and training on the body and how this links to performance and health, and also to give the student experimental skills in relation to application of science

Learning Outcomes
By the end of this module the student should be able to :
1. Describe the acute effects of exercise/training on the cardiovascular, respiratory, metabolic,neuromuscular and endocrine systems and explain the integrated operation of these systems in exercise
2. Discuss and apply laboratory means of measuring exercise responses eg.metabolism, which occur within selected physiological systems and be able to discuss the results in a sport/exercise context.
3. Demonstrate an understanding of the main psychological theories/ perspectives that explain the processes that underpin sports performance, exercise and health behaviours and how they can be applied
4. Describe how the biomechanics of movement influence sport and exercise performance.
5. Discuss and apply laboratory means of measuring the biomechanics of movement; apply formulae relating to the biomechanics of movement and be able to discuss the results in a sport/exercise context
6. Construct, implement and evaluate a laboratory experiment which requires application of knowledge and skills pertinent to at least 2 of the 3 sports science disciplines

Indicative Content

1. lactate metabolism and exercise
what is meant by the terms lactate threshold and onset of blood lactate accumulation. What does lactate do in the body. How can these be measured in a laboratory situation.
2. Cardiovascular system during exercise
Oxygen uptake and delivery: problems and solutions. What is VO2max and is it of any use knowing this.
3. glucose metabolism and exercise
What is glucose and how is it used by the body. What happens during exercise and how does the body fuel exercise
4. metabolic fatigue
Why does fatigue occur and what are the factors that effect fatigue
5. Social growth and development in sport, health and exercise.
Group dynamics, moral and social development, attitudes and values, and personality.
6. Health and unhealthy behaviours
Stress, arousal and anxiety. Psychological theory, explanation and interventions.
7. Performance enhancement.
Skill acquisition - Psychological theory, explanations and interventions.
8. Biomechanics
Revisit and build on the theory of Angular Kinetics/ Newton's Law of Motion/Linear and Angular Kinematics/Hydrodynamics - lift, drag, flow, magnus effect etc/Basic modeling techniques
9. Biomechanics
Qualitative analysis methods; Quantitative analysis methods, EMG, Dynamography, 2-D and 3-D filming, Pressure devices
10. integrative responses/assessment
Physiological responses to heat production in exercise; Biomechanics-Application of theory in practice; Psychology-Performance enhancement; Planning/conducting/analysing an experiment.

Statement on Teaching, Learning and Assessment
The nature of practical sessions, investigatory project and tutorial work and the absence of lectures mean that students are required to spend at least 83% of the time for this module engaged in active enquiry. Assessed laboratory work mean students have to work together effectively to safely apply methodologies and interpret data collected, which is then translated to individual laboratory reports. Project work challenges the students to be creative in defining an interdisciplinary area to investigate. Experimental work is assessed via a written laboratory report which will also consider limitations of experimental work.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 4 hours
Tutorial/Seminar : 26 hours
Supervised Practical Activity : 50 hours
Assessment : 36 hours
Independent : 184 hours

Assessment

Practical 4 Lab Report
Weighting             : 30%
Workload              : 11 hrs
Issue Week          : 1
Submission Week : 29
Return Week        : 33
Associated Learning Outcomes : 1,2
Assessment Tutor : JOHN BABRAJ (J515032)

2 Practical 2 Lab Report
Weighting             : 20%
Workload              : 7 hrs
Issue Week          : 1
Submission Week : 11
Return Week        : 18
Associated Learning Outcomes : 4,5
Assessment Tutor : Adam Hunter (A515769)

Practical 3 Lab Report
Weighting             : 25%
Workload              : 7 hrs
Issue Week          : 7
Submission Week : 22
Return Week        : 26
Associated Learning Outcomes : 3
Assessment Tutor : Ross Lorimer (R514505)
Essay 5 Integrated assignment
Weighting             : 25%
Workload              : 11 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : JOHN BABRAJ (J515032)
Portfolio 1 Directed Activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 33
Return Week        : 35
Associated Learning Outcomes :
Assessment Tutor : (J515032)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These are brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed the Directed Activities they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed the Directed Activities will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible for re-assessment.

Additional Tutors :
Carla McCabe (C515419)
GAVIN DEVEREUX (G515254)
Helen McHardy (H511004)
Luis Calmeiro (L514078)
Ross Lorimer (R514505)

Supportive Reading
Nigel Taylor 2000 Physiological Bases of Human Performance During Work and Exercise Elsevier
Weinberg & Gould 2007 Foundations in Sport and Exercise Psychology Human Kinetics
Hall, S. 2004 Basic Biomechanics McGraw Hill, New York

Specialist Resources
Physiology Laboratories; Sports Performance Laboratory; Sports Injury Clinic

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Reading,Writing,Collaboration,Physical

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative

Module Code : PS0811A
Module Title  : Research Methods 2

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 8
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Noelle McAra (N511192)

Brief Description
This is the second year core research methods module and builds upon the skills introduced in the first year research methods module. Theoretical, historical and statistical concepts are taught in lectures with hands on practical lab sessions using both quantitative and qualitative techniques that allow students to put theory into practice. Students will learn how to develop their own research from taking a basic idea, creating the materials to test their theory, to producing a report in APA format that presents the findings appropriately and professionally.

Aim
The aim of this Module is to provide the student with the opportunity to further develop the knowledge and skills required to design, conduct, analyse and report quantitative and qualitative psychological research in APA format

Learning Outcomes
By the end of this module the student should be able to :
1. Report, design and conduct ethically acceptable psychological research using techniques taught on the module. This requires active participation.
2. Report, evaluate psychological research and present this in APA format.This requires active participation.
3. Use SPSS to analyse empirical data utilising a variety of statistical techniques.This requires active participation.
4. Identify and locate, using a variety of resources, suitable reference material for practical work.This requires active participation.
5. Demonstrate, a good understanding of the key principles of psychological research design and data analysis.

Indicative Content

1. Methods of Research
Main quantitative and qualitative research methods available to psychologists; Use in applied settings; advantages and disadvantages
2. The Experimental Method
Variables and levels; hypotheses; design - basic and advanced; control techniques; validity and reliability in experimentation; ethics in experimentation
3. Data Analysis - Descriptive Statistics
Data types; measures of central tendency; measures of dispersion; normal distribution; graphing data; confidence intervals; effect size; power
4. Data Analysis - Inferential Statistics
Test selection; parametric and nonparametric 2-sample test of difference; Within and Between one-way ANOVA; correlation; Tests of both internal and external reliability; inter rater reliability
5. Qualitative Methods
Main types of qualitative research techniques; questionnaire design, narrative enquiry, interviewing - types, advantages, disadvantages; analysing interview material.
6. Quantitative Methods
Experimental method, two variable tests of difference (parametric and non-parametric), tests of relationships (parametric and non-parametric); multilevel testing, post hoc and a priori testing using Tukey HSD, Tanhame's T2 and Bonferonni. Reliability analysis using Cronbach's alpha, quantitatve content analysis, item analysis
7. Reporting Research
Sections and content of an APA formatted psychology lab report; APA referencing
8. Information Searching
Structured and unstructured search; Search using the Internet and locating electronic journals using the university library system and appropriate data bases
9. I.T.Skills
Designing a lab report template using Word for Windows; using SPSS for data analysis; Excel for data sorting

Statement on Teaching, Learning and Assessment
This module aims to build upon and enhance skills gained in PS0711a Research Methods 1 and is designed to map on to the core modules PS0801 (Cognitive psychology) and PS0802a (biological psychology) providing an opportunity to put theory covered in the core modules in to practice and to prepare students for PS0911a Research Methods 3. One third of the module is delivered as lectures while the reminder is covered in lab sessions that build on the material presented in the lectures. Active participation in small group settings (labs) is essential for successful engagement with the material (60% of the module requires active enquiry). This promotes strong links between teaching and research and develops confident, enquiring and reflective thinkers. The module provides the strong foundation required for applying knowledge gained in other psychology modules. The dynamic and evolving nature of psychological research is reflected in the module's learning outcomes, structure and assessment, providing an inspiring learning environment that enables students to build confidence and to apply their knowledge to real life problems.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 24 hours
Tutorial/Seminar : 24 hours
Supervised Practical Activity : 48 hours
Unsupervised Practical Activities : 2 hours
Assessment : 40 hours
Independent : 162 hours

Assessment

Portfolio 1 Coursework
Weighting             : 15%
Workload              : 5 hrs
Issue Week          : 6
Submission Week : 12
Return Week        : 19
Associated Learning Outcomes : 2,3,4,5
Assessment Tutor : Noelle McAra (N511192)

2 Practical 2 Report
Weighting             : 20%
Workload              : 10 hrs
Issue Week          : 21
Submission Week : 25
Return Week        : 29
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Noelle McAra (N511192)

Portfolio 3 Coursework
Weighting             : 15%
Workload              : 5 hrs
Issue Week          : 23
Submission Week : 28
Return Week        : 35
Associated Learning Outcomes : 2,3,4
Assessment Tutor : Noelle McAra (N511192)
Examination 4 Examination
Weighting             : 50%
Workload              : 20 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 40
Associated Learning Outcomes : 4
Assessment Tutor : Noelle McAra (N511192)
 
 
 


Additional Assessment Information
*EP denotes the Final Examination Period To pass this module students must demonstrate competency in carrying out and reporting statistical analyses. This will be evidenced in acheiving at least a pass grade for unit 1 (Portfolio 1) or unit 2 (Report)

Additional Tutors :
ANNE SCRIMGEOUR (A514009)

Supportive Reading
Field. A (2009) Discovering Statistics Using SPSS London Sage
Brace, N., Kemp, R., &Snelgar, R (2009) SPSS for Psychologists Palgrave: Basingstoke
American Psychological Association (2009) Publication manual of the APA APA : London

Specialist Resources
SPSS; Microsoft Excel, Superlab Pro V2, Micorsoft Word

Teachability Issues for this module are :
Oral,Visual,Symbolic,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Professionalism

Module Code : SL0996A
Module Title  : Applied Sports Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Luis Calmeiro (L514078)

Brief Description
This module builds upon the theoretical and knowledge of sports psychology and introduces aspects of applied sports psychology in the sport and performance context.

Aim
The aim of this Module is to provide the student with : an understanding and critical analysis of the role of psychological principles in sport from an applied perspective within the sport and performance context.

Learning Outcomes
By the end of this module the student should be able to :
1. Describe and critically appraise sports psychological literature related to performance enhancement.
2. Apply psychological principles in the sports context through analysis of relevan case-studies.
3. Describe and reflect contemporary professional and ethical issues related to applied sports psychology.
4. Integrate and apply psychological interventions to particular sport performance-related scenarios.

Indicative Content

1. Sports psychology context and practice
Role/s of the sports psychologists; contexts and different perspectives on the work of a sports psychologist.
2. Making contact and working with athletes
Estabishing professional networks, referrals, working and building relationships with athletes. The importance of the professional working alliance.
3. The needs analysis process
Empowerment; ownwership and motiovation
4. Planning and developing interventions

5. Models of intervention

6. Psychological skills training
Goal setting, visualisation, relaxation, imagery positive self talk.
7. Reflecting on professional practice
Monitoring, evaluation, relection on profession practice.
8. Ethical and legal issues.


Statement on Teaching, Learning and Assessment
This module aims at providing students with the ability to critically analyse of the role of psychological principles in sport from an applied perspective within the sport and performance context. The ultimate outcome will consist on students’ ability to construct a detailed psychological skills intervention programme to help a particular athlete or team deal with performance difficulties. The module will be organised in lectures, tutorials and practical sessions. Lectures will provide the background knowledge of proposed contents. Contents will be further explored in the tutorials, which will encourage problem- solving, collaborative learning, and reflection. Practical activities will be used so students can learn by manipulating concepts in an active process. Finally, independent study will encourage self-determination and the development of independent learning, in which students will actively construct their own knowledge. Sessions will be conducted under a strong enquiry-based learning environment. Practical experience of common psychological skills techniques will be emphasised. Also, observation of videos will be used to demonstrate the role of the sport psychologist, and analysis of case studies will develop students’ ability to critically identify, evaluate and integrate knowledge in context. Teaching and learning strategies focus on developing students’ skills in accordance with Abertay graduate attributes. Students build on researching and application skills. Knowledge and application of contents is formally tested. Assessment will test both depth and width of knowledge. Class test will cover a wide range of topics and assess level of understanding commensurate with level of study. A case-study will assess depth of knowledge by requesting students to develop a psychological skills training programme for a given scenario. This assessment strategy requires students to identify problem and a suitable methodology. This activity also challenges the students to manage their understanding of the contents and time constraints to match the evolution of their investigatory work. A portfolio of directed activities allows students to search for and construct own knowledge, solve problems, and reflect upon module contents. In addition, it will allow students to be fully prepared and engage confidently in tutorials and practical activities, by sharing knowledge and experiences and reflecting on them in a collaborative environment.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 11 hours
Tutorial/Seminar : 10 hours
Supervised Practical Activity : 10 hours
Assessment : 24 hours
Independent : 95 hours

Assessment

Portfolio 1 Directed activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 19
Submission Week : 31
Return Week        : 34
Associated Learning Outcomes :
Assessment Tutor : Luis Calmeiro (L514078)

2 Examination 2 Exam
Weighting             : 50%
Workload              : 2 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Luis Calmeiro (L514078)

Case Study 3 Case study
Weighting             : 50%
Workload              : 22 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes :
Assessment Tutor : Luis Calmeiro (L514078)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities which should be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio

Additional Tutors :

Supportive Reading
Andersen, M.B. 2000 Doing Sports Psychology Champaign, IL, Hunam Kinetics
Williams, J 1996 Applied Sport Psychology: Personal Growth to Peak Performance. Mayflower.
Hardy, L., Jones, G. and Gould,D. 1996 Understanding Psychological Preparation for Sport London, Wiley

Specialist Resources


Teachability Issues for this module are :
Oral,Reading,Writing,Professional

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Planning,Interpersonal,Professionalism

Module Code : PS0903A
Module Title  : Biological and Cognitive Psychology (BPS Core)

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites : None 
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Fiona Gabbert (F513576)

Brief Description
This module examines cognitive and neural systems, and encourages students to link the two explicitly. It explores cognitive processes such as memory, attention, and mental representation in healthy individuals. It also examines the biological processes that underpin these capacities such as neural communication and brain structure and function as well as what happens to behaviour and cognition if the brain is damaged through injury or illness.

Aim
The aims of the module are to provide the student with (a) a working knowledge of the relationship between the brain and cognition, and (b) an understanding of how biological processes affect behaviour and cognition and (c) the ability to critically evaluate the methods used in empirical studies of cognition and the techniques used to obtain information on cognitive deficits.

Learning Outcomes
By the end of this module the student should be able to :
1. Appreciate the relationship between brain organisation and brain function and understand how these support normal cognition
2. Evaluate the techniques and models used in research in cognitive psychology, neuropsychology and neuroscience
3. Have an awareness of the applications of a range of neuropsychological assessment techniques
4. Demonstrate an understanding of how biological processes influence specific behavioural responses

Indicative Content

1. Historical and Conceptual issues
The historical and theoretical development of cognitive and biological psychology, including historical concepts, structure and function of the brain.
2. Biological Bases of Behaviour
How the central nervous system interacts with the environment to produce observable behaviours including evidence from neuroimaging and neuropsychology.
3. Hormones and Behaviour
Interactions between the nervous and endocrine systems that influence observable behaviour.
4. Behavioural Genetics
Influences of genetic inheritance and environment on human behaviour.
5. Socio-biology
Influences of evolutionary history and environmental pressures on production of social behaviour and decision making in humans and non-human animals.
6. Evolutionary Psychology
Introducing natural and sexual selection and considering how these evolutionary processing impact on human cognition and behaviour.
7. Perception and Attention
Depth Perception, Colour Vision, Motion Perception, Visual Attention, Eye Movements and Active Vision. Focused and Divided Attention; Auditory and Visual Attention
8. Short and Long-Term Memory
A critical evaluation of Baddeley's model of working memory. Explicit and Implicit Long Term Memory; Semantic and Episodic Long Term Memory
9. Learning
Application of learning theory to applied contexts; Gambling, Educational Games, etc.
10. Cognitive Neuropsychology
An examination of what we can learn about normal cognition by studying cognition in brain damaged people, focusing on neuropsychological conditions such as amnesia, aphasia, agnosia, and dementia.

Statement on Teaching, Learning and Assessment
This module is designed to help students understand and evaluate theoretical and empirical research on a range of topics within Biological and Cognitive Psychology. The module comprises lecture-based delivery (20 hours), lectorials (4 hours), and supervised practical activity (4 hours). During the 20 hours of formal lecture-based teaching, core material will be delivered. During the lectorials, students will develop their understanding of the core material by discussing it in light of real-world application, etc. The module also relies, in part, on supervised practical activity designed to facilitate active learning. This includes demonstrations and mini experiments based on the indicative content. Students will be expected (and encouraged) to actively engage with the material presented in this module. They will also be expected (and supported) to independently source their own relevant reading material to use as evidence to support the arguments they present in the class tests and the exam. The assessments take the form of two class tests (both 20% of final grade) based upon the Biological content of the module. These will be taken in lectorial sessions scheduled for weeks 3 and 5. There will also be a single exam (60% of final grade) based upon the cognitive (including cognitive neuropsychology) content of the module. These assessments facilitate an appreciation of the place of academic knowledge in society and prepares the student for more profound investigations in final year.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 20 hours
Tutorial/Seminar : 4 hours
Supervised Practical Activity : 4 hours
Assessment : 24 hours
Independent : 98 hours

Assessment

Class Test 1 one hour
Weighting             : 20%
Workload              : 4 hrs
Issue Week          : 21
Submission Week : 21
Return Week        : 24
Associated Learning Outcomes : 1,4
Assessment Tutor : Fiona Gabbert (F513576)

2 Class Test 2 one hour
Weighting             : 20%
Workload              : 4 hrs
Issue Week          : 23
Submission Week : 23
Return Week        : 26
Associated Learning Outcomes : 1,4
Assessment Tutor : Fiona Gabbert (F513576)

Examination 3 two hours
Weighting             : 60%
Workload              : 16 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 37
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Fiona Gabbert (F513576)
 
 
 


Additional Assessment Information
Class tests will take place in lectorial slots. Both will assess the biological psychology component of the module. The first class test will assess material covered in weeks 1 to 3. The second class test will assess material covered in weeks 4 to 5. The final exam will take place in the exam week, and will assess the cognitive psychology (including neuropsychology) component of the module. Students will be required to answer two questions within the two hour exam.

Additional Tutors :
CLARE CUNNINGHAM (C514271)
Kenneth Scott-Brown (K511040)
Siobhan MacAndrew (S510836)

Supportive Reading
Carlson, N. R. 2011 Foundations of Behavioural Neuroscience (8th Edition) Pearson.
Eysenck M. W. & Keane M. T. 2010 Cognitive psychology: A student's handbook Psychology Press
Kolb, B. & Whishaw, I. Q. 2009 Fundamentals of human neuropsychology (6th Edition) Ner York: Worth.

Specialist Resources
All lecture rooms require data projector, Turning Point loaded to PC and AV for movies and audio

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Reading,Writing,Professional

Key Transferable Skills for this module are :
Communication,Enterprise,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Quantitative,Professionalism

Module Code : PS0901A
Module Title  : Development and Individual Differences (BPS Core)

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Vera Kempe (V514248)

Brief Description
This module examines theories and data relevant to psychological development from infancy to adolescence as well as individual differences in cognition, emotion and learning.

Aim
The aim of this Module is to provide the student with knowledge and understanding of theories, methods and empirical data in the core areas of developmental psychology and individual differences.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically appreciate theories in the area of development and to be able to interpret empirical data in light of theoretical debates
2. Demonstrate knowledge of developmental progress in cognition, emotion, socialisation and physical development, including major developmental milestones.
3. Demonstrate a detailed understanding of a designated area in developmental psychology.
4. Demonstrate an understanding of individual differences in the areas of cognition, emotion, and learning.
5. Critically evaluate theories of measurement of individual differences in the area of cognition with emphasis of theories of intelligence.
6. Demonstrate an understanding of the nature-nurture debate and the interplay of genes and environment with respect to individual differences.

Indicative Content

1. Theories and Methods of Developmental Psychology
Major historical and theoretical perspectives on development (including constructivist, information processing and socio-cultural theories). Themes in developmental psychology (including the nature- nurture debate, continuity vs. discontinuity, critical periods, cultural diversity). Methods for the study of development.
2. Attachment and Emotional Development
Theories of attachment and their critical appraisal, Ainsworth's Strange Situation Paradigm, Emotional Development
3. Brain development
Neurophysiological underpinnings of learning and development before and after birth.
4. Development of self, theory of mind and autism
Understanding of the self, understanding of other people, and psychological theories of autism, including the theory that autism is associated with a lack of Theory of Mind.
5. Development of cognition and representational abilities
Acquisition of language, development of a concept of number.
6. Social and moral development
Major theories in moral development (including Kohlberg's), social development, and aggression.
7. Adolescent development
Physical changes and brain development in adolescence, adolescent behaviour (e.g. issues with body image, risk taking).
8. Psychometric and cognitive approaches to intelligence
Factor analytic approaches to intelligence. Spearman's g vs multiple intelligences. Cognitive pre-requisites for intelligence. The basics of behavioural genetics: Heritability of intelligence. Individual differences in intelligence: Generational, social, ethnic and gender differences in intelligence and critical appraisal of the research.
9. Cognitive and learning styles. Gender and Ethnicity
Critical appraisal of theories and approaches to individual differences in cognitive and learning styles. Social, gender, ethnic and cultural differences in psychometric intelligence and cognitive styles
10. Individual differences in emotion,
Emotion, mood, affect. Appraisal theories of emotion. Universal and culture specific aspects of emotion expression.

Statement on Teaching, Learning and Assessment
Teaching and learning activities will comprise a combination of lectures and lectorials. The teaching strategy will be enquiry-based in that students are expected to approach each topic with a set of questions which then will be discussed and critically evaluated during lectorials thereby facilitating critical thinking abilities. These enquiry-based discussions will occupy about 25% of contact time. Students will also engage in independent research to address specific questions not covered during lectures thereby accessing about 20% of content in independent study. Assessment unit 1 will cover the students' applied knowledge, critical thinking and creative writing abilities. Unit 2 will cover general and specialist knowledge, critical thinking abilities and the ability to tackle complex problems. In addition, frequent quizzes and question-answer sessions will provide continuous non- evaluative formative feedback to help students to build a firm general and applied knowledge base.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Essay 1 essay
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 2
Submission Week : 18
Return Week        : 22
Associated Learning Outcomes : 1,3
Assessment Tutor : Vera Kempe (V514248)

2 Examination 2 MC and short answer
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 20
Associated Learning Outcomes : 2,4,5,6
Assessment Tutor : Vera Kempe (V514248)

 
 
 


Additional Assessment Information
Note: The essay will give students a choice to select a topic either from developmental psychology or from intelligence and individual differences.

Additional Tutors :

Supportive Reading
Smith, P.K., Cowie, H. and Blades, M. 2011 Understanding Children's Development Wiley & Sons
Siegler, R.; DeLoache, J. S.; Eisenberg, N. 2010 How Children Develop Worth Publishers Inc.
Chamorro-Premuzic, T. 2007 Personality and Individual Differences Wiley & Sons

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Planning,Quantitative

Module Code : PS0902A
Module Title  : Personality & Social Psychology (BPS Core)

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 12/03/13 By

Pre-requisites :  
Co-requisites :  
Replaced Modules : PS348A 
Prohibited Combinations :  


Module Tutor : Elena Rusconi (E515961)

Brief Description
This module has 2 parts: In the first part, major theoretical approaches to the assessment and measurement of personality are covered and applied. In the second part, the module examines social cognition: the part of social psychology which deals with how we process information about other people and ourselves, and the relationship between thinking and behaviour. The subject is considered from various theoretical perspectives ranging from cognitivist through social identity to social constructionist viewpoints.

Aim
The aim of this Module is twofold. First, to provide students with an understanding of the major theoretical approaches of Personality Psychology, also within a historical context. Second, to provide the student with a critical awareness of the major topic areas, empirical research and theoretical approaches in the field of social thought.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate an understanding of the major topic areas, empirical research and theoretical approaches within the domain of social cognition.
2. Evaluate the various theoretical approaches to socio - cognitive phenomena and have some understanding of their adequacy in terms of making sense of people's thoughts and behaviour.
3. Understand some of the ideological issues involved in theorising socio - cognitive experience.
4. Discuss the major controversies in theories of human personality.
5. Discuss and evaluate the theoretical assumptions underpinning the major areas of personality theories.
6. Apply personality theories to human behaviour.

Indicative Content

1. Introduction to Personality/Psychoanalytic Approach
What is Personality? How is it assessed? What are the differences between approaches? What 'drives' us? Psychoanalytic and Post-Freudian psychoanalytic approaches to personality and discussion of assessment methods and limitations.
2. Dispositional Approach
Do we have dispositions that guide our behaviour; trait approaches (e.g., Eysenck, Costa & McCrae; Cattell); assessment methods and limitations of trait approach.
3. Environmental and representational approaches
How does the environment influence our behaviour; classical and operant conditioning; social learning; assessment methods and limitations of environmental strategy.Do we want to be the best we can be? Phenomenological and social-cognitive approaches; assessment methods and limitationsof representational strategy.
4. Mental Health
Humanistic and Social cognitive perspectives regarding mental health and assessment.
5. Introduction to social cognition/Evaluating the social world
The scope and nature of social cognition; the widely differing theoretical perspectives in the area - from cognitive to discursive accounts. Attitudes, attitude change and how attitudes relate to behaviour: what are the different theoretical 'takes' on these topics?
6. Explaining the social world
How and why do we make causal attributions (explanations) about our own and other people's behaviour? What are the different theoretical 'takes' on these topics?
7. Perceiving and organising the social world
Schemas, categories and prototypes; the building blocks of social perception.
8. Group approaches in social cognition
From field studies of group behaviour to social identity theory; are group level accounts the key to understanding socio-cognitive experience?
9. Judging the social world
Stereotyping and prejudice; what is their relationship? What have the various theoretical 'takes' in social cognition to say about prejudice and discrimination reduction? Can social psychological theorising adequately explain racism?
10. Conceptual and historical issues
In addition to examining the development of theory in the domains of personality and social psychology: ethical issues in the development of personality theories; appropriateness of experimental paradigms for the study of the human subject in social cognition.

Statement on Teaching, Learning and Assessment
Alignment of teaching, learning and assessment is achieved by matching teaching and learning activities with the type of assessment, using lectures and lectorials. The lectorials will engage the students in practical exercises and group work to facilitate engagment with a particular topic. The students should be able to demonstrate an awareness of different approaches and methods used for different Personality and Social Psychology theories, and also be able to apply the theories to explain human behaviour. 50% of the teaching and learning activities represent enquiry based activities, and students will independently research source material to complement the curriculum. The students can also apply the content and outcomes of the teaching and learning activities for assessment preparation.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 22 hours
Tutorial/Seminar : 18 hours
Assessment : 20 hours
Independent : 90 hours

Assessment

Essay 1 1,500 word essay
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 27
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 4,5,6
Assessment Tutor : Elena Rusconi (E515961)

2 Examination 2 2 hours
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 37
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Lloyd Carson (L510905)

 
 
 


Additional Assessment Information


Additional Tutors :
Lloyd Carson (L510905)

Supportive Reading
Hewstone, M., Stroebe, W. & Jonas, K. (Eds) 2012 Introduction to Social Psychology (5th Ed) BPS Blackwell-Wiley
Augoustinos, M., Walker, I. & Donaghue, N. 2006 Social Cognition: An Integrated Introduction (2nd Ed) Sage
Burger, Jerry M. 2010 Introduction to Personality (8th Edition) Wadsworth

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning,Quantitative,Professionalism

Module Code : PS0911A
Module Title  : Research Methods in Psychology 3

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 9
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Lynn Wright (L510990)

Brief Description
This is the 3rd year core Psychological Research Methods module. This module builds upon the introductory Psychological Research Methods given in years 1 and 2.

Aim
The aim of this Module is to provide the student with the ability to design and analyse projects at honours level using the appropriate research method(s).

Learning Outcomes
By the end of this module the student should be able to :
1. Via active participation in class, demonstrate a broad knowledge and understanding of the research process (both qualitative and quantitative) and designated issues in experimental design.
2. Via active participation in class run, analyse and interpret results from a class experiment using Analysis of Variance (ANOVA) and use this information to write up an assessed report.
3. Via active participation in class run, analyse, interpret and present results qualitatively and write this up as an assessed piece of work
4. Apply knowledge and understanding of the research process (qualitative &/or quantitative) and designated issues in experimental design to their own research proposal (with appropriate staff guidance).
5. Demonstrate, via examination, a good understanding of the key principles of psychological research design and data analysis

Indicative Content

1. Analysis of Variance
ANOVA concepts (variance / difference ratios), compares ANOVA to t-tests. One-way vs. factorial ANOVA, ANOVA table; within, between and mixed designs. Main effects and interactions; Exploring interactions; Multiple comparisons (a priori and post- hoc).
2. ANOVA practical
Throughout the ANOVA labs and lectures, students will participate in the design, implementation and data gathering of a study suitable for analysis with ANOVA and will write this up as an assessed piece of coursework.
3. Correlation, Regression & Multiple Regression
Progresses from simple linear regression models to multiple predictors of a criterion variable (multiple linear regression). Explains statistical tests for multiple regression models and contributions of coefficients. Throughout the Regression labs and lectures, students will participate in the design, implementation and data gathering of a study suitable for analysis with Regression.
4. Experimental design
Methodological issues in design, evaluating statistical techniques, identifying limitations of designs.How to evaluate the quality of experiments and the data they produce, how to define a research question, how to operationalise variables. Type I - II errors; Statistical Power.
5. Personal Development Planning (PDP)
Students will be asked to reflect on their own learning development and approach to the module
6. Factor Analysis
The purpose of Factor Analysis and when to use it. Explains the 2 main types of Factor Analysis - 1. Principal Components Analysis (PCA) and 2. Factor Analysis (Principal Axis Factoring) and how to perform PCA on SPSS. Explains the Factor Analysis output and how to interpret and report the results.
7. Qualitative methods of data collection & analysis
The theoretical underpinning of qualitative methods, the design of research questions, fieldwork and negotiating access to research settings. How to code data from visual and textual formats, the application of techniques such content and thematic analysis. Interview schedules, transcription and analysis. Students will be assessed via a qualitative methods coursework.
8. Research Skills: Writing & work management
Communicating effectively in oral and written form using research literature effectively. Reporting and interpreting. Writing using American Psychological Association editorial style. Developing a meeting agenda, goal setting and evaluating progress, communicating effectively in supervision, identifying responsibilities. Sustaining research work in laboratory classes.
9. Laboratory Skills
Students are given extensive training in the advanced use of SPSS for analyses. Regular laboratory attendance is essential in order to build up research skills.
10. Project proposals and ethics
Students write a project proposal with some guidance from their appointed supervisor. Research design and analysis skills are employed to design a suitable experiment. Ethical issues are also central to this process.

Statement on Teaching, Learning and Assessment
The aim of this module is to build upon knowledge and skills acquired in research methods years 1 and 2. Active participation in small group settings (labs) is essential for successful engagement with the material. Approximately 70% of the module content involves active enquiry and students are expected to source approximately 60% of material (such as journal articles) independently. This promotes strong links between teaching and research and develops confident, enquiring and reflective thinkers. The module provides the strong foundation required for applying knowledge gained in other Psychology modules and prepares students to carry out independent research projects. The dynamic and evolving nature of psychological research is reflected in the module's learning outcomes, structure and assessment, providing an inspiring learning environment that enables students to build confidence and to apply their knowledge to real life problems. As well as data collection and data analysis there will be an emphasis on communicating the results in a format appropriate for the audience.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 20 hours
Tutorial/Seminar : 4 hours
Supervised Practical Activity : 46 hours
Assessment : 40 hours
Independent : 190 hours

Assessment

Report 1 ANOVA report
Weighting             : 20%
Workload              : 9 hrs
Issue Week          : 6
Submission Week : 10
Return Week        : 13
Associated Learning Outcomes : 1,2
Assessment Tutor : Lynn Wright (L510990)

2 Coursework 2 Qualitative coursework
Weighting             : 20%
Workload              : 9 hrs
Issue Week          : 20
Submission Week : 24
Return Week        : 27
Associated Learning Outcomes : 1,3
Assessment Tutor : Sheila Cunningham (S515474)

Coursework 3 Project proposal
Weighting             : 20%
Workload              : 9 hrs
Issue Week          : 4
Submission Week : 28
Return Week        : 31
Associated Learning Outcomes : 4
Assessment Tutor : Lynn Wright (L510990)
Examination 4 Exam - 2 hours
Weighting             : 40%
Workload              : 13 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 41
Associated Learning Outcomes : 5
Assessment Tutor : Lynn Wright (L510990)
 
 
 


Additional Assessment Information


Additional Tutors :
Kenneth Scott-Brown (K511040)
Sheila Cunningham (S515474)

Supportive Reading
Brace, N., Kemp, R., & Snelgar, R. (2009). SPSS for Psychologists (4th Edition) Palgrave Macmillan, Hampshire.
Coolican, H. (2009). Research Methods and Statistics in Psychology (5th Edition) Hodder and Stoughton, London.
Field, A. (2010). Discovering statistics using SPSS Sage publications, London.

Specialist Resources
SPSS; G*Power;

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration,Professional,Other

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Professionalism

Module Code : PS0981A
Module Title  : Sport and Exercise Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/02/13 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Fiona McConnochie (F510904)

Brief Description
The module will introduce students to the fundamental aspects of psychological knowledge within the emerging field of sport and exercise psychology.

Aim
Aims: to facilitate an understanding of the topical areas of sport & exercise psychology and critically investigate the nature of the main treatment and intervention strategies applied whilst fostering an understanding of the main factors that enhance health and well-being.

Learning Outcomes
By the end of this module the student should be able to :
1. To demonstrate an understanding of the main psychological processes underpinning sport performance at the individual level.
2. To appreciate the ways in which a sport psychologist can apply the different theories of psychology to increase the likelihood of an athlete performing to his/her optimum.
3. To critically evaluate the different types of interventions a sport psychologist has at his/her disposal and the main factors that enhance health & well-being.

Indicative Content

1. The Individual in Sport and Exercise
The module will examine the individual characteristics of the athlete in terms of motivation, personality, attitudes and attributions for performance within sport and competition.
2. Enhancing Performance
The module will provide a comprehensive theoretical background to the main intervention strategies applied by sport psychologists, such as imagery, stress reduction/anxiety regulation and concentration techniques for improving performance within sport and competition.
3. Enhancing Health & Well-Being
The module will demonstrate an understanding of the main factors that enhance health and well-being and facilitate growth and development such as athletic injuries and rehabilitation, addiction and burnout and over-training.

Statement on Teaching, Learning and Assessment
Alignment of teaching, learning and assessment is achieved by matching teaching and learning activities with the type of assessment, using lectures, seminars and tutorials. The seminars and tutorials engage students in practical exercises and group work to facilitate engagement with a particular sport and exercise psychology related topic, whilst placing an emphasis on student appreciation and understanding of the link between scientific study and issues in the "real world". The students should be able to demonstrate independent learning, critical thinking and confidence in their awareness of new, provisional, and significant shifts in knowledge. In addition students should be able to differentiate concepts, theories and models and show a critical appreciation of paradigms applied. 66.7% of the teaching and learning activities represent enquiry based learning. The students can utilise the output from all the teaching and learning activities for examination preparation which encourages the demonstration of knowledge and critical understanding. The module is assessed through 100% examination.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 20 hours
Assessment : 30 hours
Independent : 90 hours

Assessment

Examination 2 2 hour
Weighting             : 50%
Workload              : 15 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 20
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Fiona McConnochie (F510904)

2 Essay 1 3,000
Weighting             : 50%
Workload              : 15 hrs
Issue Week          : 1
Submission Week : 8
Return Week        : 12
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Fiona McConnochie (F510904)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Weinberg, R.S. & Gould, D. 2011 Foundations of Sport and Exercise Psychology (5th Ed.) Human Kinetics. Champaign, IL
Horn, T.S. 2008 Advances in Sport Psychology (3rd Ed.) Human Kinetics. Champaign, IL
Gilbourne, D., and Andersen, M.B. 2011 Critical essay in applied sport psychology. Human Kinetics. Champaign, IL

Specialist Resources
Power-point facilities.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative

Module Code : SL0990A
Module Title  : Coaching Pedagogy 1

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : STEFAN KOEHN (S515571)

Brief Description
The overall purpose of this module is to build upon students growing skills in instruction, observation, analysis and feedback to athletes and others involved in physical activity. This will be achieved by explicitly addressing students knowledge of pedagogy and their ability to apply that knowledge in a suitable context. Content will complement students¿ studies of sport by exploring the different ways in which physical and mental skills associated with sport are taught, how this transfer of knowledge and experience is conceptualised, and how this is influenced by t

Aim
The aim of this Module is to provide the student with an introduction to the concept of pedagogy through a model-based approach to teaching and learning

Learning Outcomes
By the end of this module the student should be able to :
1. Explain ways in which the concept of pedagogy applies to a range of sport-related contexts
2. Analyse different pedagogical models
3. Analyse the three dimensions of pedagogy: coaches/coaching, learners/learning, knowledge/context
4. Apply the basic principles underpinning effective teaching and coaching to practical situations

Indicative Content

1. Coaching and learning
Students will first be asked to consider the definition and purpose of pedagogy. They will be asked to consider what is the purpose and definition of coaching, what it has to do with teaching and learning. This foundation will allow students to identify what similarities coaching has to other pedagogical roles, and how this may influence the coaches role, objectives, and behaviours towards their athletes.
2. What is knowledge?
Once students have indentified the pedagogical nature of coaching they will identify and evaluate what it is coaches teach. They will explore various types of knowledge and its social construction. They will discuss what is means to learn, including constructivist approaches to learning, active learning, active learners, multi-dimensional learning strategies and situated learning.
3. Teaching as a process
Building upon students foundation knowledge of the pedagogy and the learning process they will be asked to think about a variety of pedagogy models. They will need to evaluate the different elements of these models and will be asked to consider them in relation to their own personal experience as coaches and their growing knowledge of teaching and learning.
4. Overall
At all stages of this learning arc students will be required to engage in self-directed discussion of how taught materials relate to their own experiences of sport as coaches. They will also be required to apply this learning to a variety of practical activities and thereby form links between theory and real life while developing relevant applied coaching skills.

Statement on Teaching, Learning and Assessment
The aim of this module it to develop essential knowledge and experience of pedagogical skills related to the delivery and practice of sport and physical activity. Active participation in small group settings will be crucial for successful engagement with the material. Students will be required to plan and lead, as groups and individuals, practical coaching sessions, and be encouraged to discuss and evaluate each others performance and experiences. These sessions will be developed by the students via self-accessed knowledge and self- directed planning. Additionally, a significant proportion of lecturer contact time will be provided in the form of small group discussions where students will relate taught materials to their own experiences and evaluate how this can be used to further develop their pedagogical skills. This focus on self- directed learning and students own experiences will encourage the development of confident, enquiring, and independent thinking in these developing coaches, allowing them to apply their knowledge to real life situations and understand and evaluate the links between the two. The portfolio of directed activities will be used to allow students to draw their own links between their experiences as coaches and the material being taught, and to allow them to provide their own examples relevant to their sport/coaching domain. This will promote stronger links between students experiences and taught material and so encourage greater engagement in class time as well as ownership and identification with taught material. Additionally, practical reports will link directly to students engagement and evaluation of self-directed coaching exercises, encouraging the development of self-aware and self-analytical coaches. Inclusion of student group led practical sessions will also encourage co-operative, socially-intelligent, team players. Finally, the exam based assessment will create links between students practical knowledge and academic theory and empirical work, assessing the essential knowledge and understanding of the theories of teaching and instruction required by the students.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 12 hours
Unsupervised Practical Activities : 20 hours
Assessment : 24 hours
Independent : 70 hours

Assessment

Portfolio 1 Weekly activities
Weighting             : 0%
Workload              : 4 hrs
Issue Week          : 1
Submission Week : 13
Return Week        : 16
Associated Learning Outcomes :
Assessment Tutor : STEFAN KOEHN (S515571)

2 Report 2 1200-words
Weighting             : 40%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 22
Associated Learning Outcomes :
Assessment Tutor : STEFAN KOEHN (S515571)

Examination 3 2-hour exam
Weighting             : 60%
Workload              : 12 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : STEFAN KOEHN (S515571)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible for re- assessment.

Additional Tutors :

Supportive Reading




Specialist Resources
Access to sport environments (sport halls) and a variety of suitable sports equipment.

Teachability Issues for this module are :
Oral,Aural,Reading,Writing,Collaboration,Physical,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism

Module Code : SL0983A
Module Title  : Exercise Programming and Periodisation

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : ( )

Brief Description
This module is designed to give an overview of periodisation strategies and the development of long term training programmes. Consideration will be given to the specific demands of different sports and the requirements of specific performers in a range of sports

Aim
The aim of this Module is to provide the student with both the theory and practice of preparing training programmes, taking account of the athlete's training goals.

Learning Outcomes
By the end of this module the student should be able to :
1. Describe the purpose of a training programme and discuss the principles of training.
2. Understand the theory of periodisation and be able to use a number of periodisation strategies.
3. Be able to delineate the demands of various sports and prepare a needs analysis for particular performers.
4. Based on a needs analysis identify an appropriate training structure for particular performers to achieve particular goals.
5. Produce an outline of a year long training programme for performers in a range of sports.

Indicative Content

1. Principles of periodisation
Review the current periodisation models, and judge their effectiveness
2. Periodised cycles
Examining the different periodised cycles within a strength and conditioning setting
3. Principles of Training
Consider different training principles, and how they relate to athletic practice
4. Needs analysis
What is a needs analysis, why is it important, and when is it done? Completing a needs analysis for different individuals
5. Preparation and implementation of a periodised programme
Designing a periodised training programme for a range of athletic disciplines
6. Tapering
Discussing the need to taper a training programme, and current, evidence based tapering protocols

Statement on Teaching, Learning and Assessment
The module will be delivered by a series of tutorials which will involve formal delivery of material, in combination with practical development of periodised programmes. Directed activities will be given out each week to underpin learning, and will also form the basis of group discussion. In most cases the directed activity will require you to research a specific aspect of a sport or training programme. The formal assessment for the module is in two parts. The first is a poster presentation of a needs analysis for a specific performer which you will be given whilst the second is the submission completion of a written exam. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (units 1,2,3), determine creators (units 1,2,3), challenging complexity, driving change (units 1,2,3). It is expected that 50% of the contact time in this module will be devoted to active enquiry-based learning activities.

Teaching and Learning Workloads :

Total : 150 hours
Tutorial/Seminar : 24 hours
Supervised Practical Activity : 8 hours
Assessment : 24 hours
Independent : 94 hours

Assessment

Portfolio 1 Directed activities
Weighting             : 0%
Workload              : 1 hrs
Issue Week          : 1
Submission Week : 13
Return Week        : 17
Associated Learning Outcomes :
Assessment Tutor : ( )

2 Presentation 2 Needs Analysis
Weighting             : 50%
Workload              : 9 hrs
Issue Week          : 4
Submission Week : 7
Return Week        : 11
Associated Learning Outcomes :
Assessment Tutor : ( )

Examination 3 Written exam
Weighting             : 50%
Workload              : 14 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : ( )
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible.

Additional Tutors :

Supportive Reading
Bompa, T 1999 Periodisation : Theory and Methodology of Training Human Kinetics
Baechle and Earle 2008 Essentials of strength and Conditioning Human Kinetics


Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Leadership,Professionalism

Module Code : SL0985A
Module Title  : Fitness Assessment and Exercise Programming

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : (S513610)

Brief Description
This is a module which addresses the scientific basis of fitness testing; choice of fitness test and the compilation of a relevant training programme from the results gathered.

Aim
The aim of this Module is to provide the student with the ability to comment critically on the use of testing protocols for physiological assessment and to use the results to compile relevant training programmes in a health related fitness context.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate a critical understanding of the theoretical and scientific bases of testing and training.
2. Demonstrate a critical understanding of the main components of fitness.
3. Critically appraise a range of assessments of fitness.
4. Demonstrate a critical understanding of the principles of exercise programming.

Indicative Content

1. Pre-test considerations
Risk assessment and screening.
2. Components of fitness
Cardiorespiratory capacity, anaerobic power, strength, muscular endurance, body composition and flexibility.
3. Testing protocols
Laboratory and field testing commmonly used in health related settings. Choices of tests for particular clients.
4. Interpretation of data
How to collect and calculate results from tests. How to interpret the results with reference to 'norm' tables. Validity and reliability of tests and results.
5. Clients aims
Identifying clients aims and reaching realistic, mutually agreed goals.
6. Training programmes
From test reults; identifying components of fitness that are to be emphasised in a training programme.
7. Compiling programmes
Taking each component of fitness and generating a programme for the client.

Statement on Teaching, Learning and Assessment
The module will be delivered by a series of lectorials, seminars and practicals which will involve some formal delivery of material but which will rely heavily on self directed research activity. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (units 1,3), determine creators (units 1,2,3), flexible collaborators (units 1,2), challenging complexity, driving change (units 1,3). It is expected that 80% of the contact time in this module will be devoted to active enquiry-based learning activities. Directed activities will be given out each week and these will form the basis for group discussion. In most cases the directed activity will require you to research a specific aspect of fitness testing or programming. The formal assessment for the module is in three parts. Unit 1 is continuous assessment and involves completing directed activities each week. These must be brought to the lectorial each week and submitted to the tutor for inspection. Students who satisfactorily complete 75% of the directed activities will receive full marks for this assessment. Students failing to meet the 75% target will receive LA0 for this element.The second is an extended laboratory report based on data you will collect during lab sessions whilst the third is the submission of an essay.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 24 hours
Supervised Practical Activity : 12 hours
Unsupervised Practical Activities : 12 hours
Assessment : 24 hours
Independent : 66 hours

Assessment

Portfolio 1 directed activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 13
Return Week        : 21
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : (S513610)

2 Report 2 lab report
Weighting             : 40%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 18
Associated Learning Outcomes : 1,3
Assessment Tutor : (S513610)

Essay 3 2000 words
Weighting             : 60%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 22
Associated Learning Outcomes : 2,4
Assessment Tutor : (S513610)
 
 
 


Additional Assessment Information
Unit 1-continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible

Additional Tutors :
Andrea Cameron (A510528)

Supportive Reading
BASES 2007 Sport and Exercise Physiology Testing. Volumes 1 and 2 Routledge
Skinner, J. S 2005 Exercise Testing and Exercise Prescription for Special Cases Lippincott WIlliams and Wilkins
Swain, D and Leutholtz, B. 2002 Exercise Prescription: A Case Study Approach to the ACSM Guidelines. Human Kinetics

Specialist Resources
Human Performance Centre. 1008

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Reading,Writing,Physical,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,Planning,Interpersonal,Quantitative,Leadership,Professionalism

Module Code : SL0993A
Module Title  : Nutrition and Health

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : JOHN BABRAJ (J515032)

Brief Description
This module provides the students with a focused knowledge of human nutrition and its relation to and effect on health

Aim
To provide the student with an understanding of the importance of nutrition in combating illness and disease, and maintaining good health. Interaction with clients, gathering of relevant information and the forming of nutritional and behavioural recommendations will also be investigated.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand the importance of nutrition in relation to the prevention of illness / disease, and the maintenance of health.
2. Interact professionally with a client, conduct relevant physical and nutritional assessments.
3. Become familiar with dietary assessment software, applying dietary / calorific equations, and dealing with real nutritional data.
4. Complete a full dietary analysis, make recommendations based on this analysis, and provide a client specific dietary intervention

Indicative Content

1. Introduction, Historical Perspective
overview of the module and how it will run. An introduction to the basic components of nutrition
2. Nutrition and Health
Examining the effects of nutrition in different diseases, such as type 2 diabetes, arthritis etc
3. healthy diet and energy balance
What is meant by a healthy diet, why is it important, what is energy balance and how do you maintain it
4. Nutritional Requirements
Analysing macronutrient, micronutrient and fluid requirements from birth to old age, across both genders
5. Dietary Analysis
Methods used to analyse dietary intake, calorific equations, quantifying data and relating data to normative values
6. disordered eating
what are the health consequences of altered eating habits and how do they manifest themselves
7. health promotion
what is health promotion in nutritional terms and does it work
8. case study
what is a case study and how do you carry it out

Statement on Teaching, Learning and Assessment
Lectures will provide the theoretic basis to allow the students to be confident thinkers within the module area. In the practical sessions the students will gain applied experience in conducting dietary analysis using appropriate software. Understanding of the theoretical material will be assessed via the delivery of an independently researched oral presentation. Both the appreciation of the theory and its practical application will be tested by undertaking a case study on individuals from 2 populations selected by the student. Units of assessment are intended to address the following graduate attributes: unit2 – confident thinkers, challenging complexity; unit3 – confident thinkers, determined creators; in line with the module learning objectives.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 4 hours
Assessment : 28 hours
Independent : 94 hours

Assessment

Portfolio 1 Directed Activities
Weighting             : 0%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 13
Return Week        : 16
Associated Learning Outcomes :
Assessment Tutor : JOHN BABRAJ (J515032)

2 Essay 2 1000 words
Weighting             : 30%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 7
Return Week        : 11
Associated Learning Outcomes : 1
Assessment Tutor : JOHN BABRAJ (J515032)

Case Study 3 3000 words
Weighting             : 70%
Workload              : 14 hrs
Issue Week          : 1
Submission Week : 18
Return Week        : 22
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : JOHN BABRAJ (J515032)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Completion of 75% of the directed activities will be awarded an A20. Failure to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible for re- assessment

Additional Tutors :

Supportive Reading
Catherine Geissler 2010 Human Nutrition Elsevier
Barasi ME 2003 Human Nutrition: A health perspective Hodder Arnold
Shills, M.E. et al. 2006 Modern Nutrition in Health and Disease Lippincott, Williams and Wilkins

Specialist Resources
Access to computers with dietary software installed

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Professional

Key Transferable Skills for this module are :
Communication,Research,ICT Skills,Planning,Interpersonal,Quantitative,Professionalism

Module Code : SL0982A
Module Title  : Performance Analysis 1

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Adam Hunter (A515769)

Brief Description
The module is designed to build upon the principles of biomechanics and introduce the concept of performance analysis within a sporting context.

Aim
The aim of this module is to provide the students with the knowledge to apply biomechanical and notational analysis of sporting performances and to integrate intervention strategies into the coaching process that will optimise performance.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand the rules of performance analysis within a performance setting.
2. Apply basic biomechanical principles to the analysis of individual performance.
3. Use and understand basic performance analysis software.
4. Apply the basic biomechanical principles to the analysis of individual performance, using the appropriate software.
5. Use appropriate structures to perform basic notational analysis of individual performance within a team setting, using appropriate software.
6. Demonstrate an understanding of the limitations associated with performance analysis.

Indicative Content

1. Performance analysis considerations
Planning; observation against a model; assessment.
2. Notational/ match analysis
Concepts of notational analysis including tactical and technical evaluations; introduction to notational technologies.
3. Feedback
Implications associated with feedback and coaching.
4. Limitations of performance/notational analysis


Statement on Teaching, Learning and Assessment
The aim of this module is to provide the students with the knowledge and competence to conduct a performance analysis session over a range of sports, particularly team events, and to develop intervention strategies within the coaching process. The core material for this module will be delivered through lectures and content further explored within tutorial sessions. Active participation in small group settings will be crucial for successful engagement with the theoretical material. Practical activities will compliment and support lecture and tutorial material which will focus on the acquisition of key practical skills required for the sports analyst. Students are also encouraged to engage in independent study, in particular reading the key texts, in order to further their knowledge base. There are three components of assessment for this module. Students will submit a project assessment which will assess their application of practical knowledge, academic theory and empirical work within a real performance analysis environment. A practical case-study will link directly to students’ engagement and evaluation of applied sports performances, encouraging the development of self-aware and self-analytical individuals. The portfolio of directed activities will be used to allow students to draw their own links between sport performance and performance analysis, allowing them to provide their own examples relevant to their sport/activity. This will promote stronger links between students’ experiences and taught material and so encourage greater engagement in class time as well as ownership and identification with taught material.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 12 hours
Unsupervised Practical Activities : 12 hours
Assessment : 36 hours
Independent : 66 hours

Assessment

Portfolio 1 Directed Activities
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 16
Associated Learning Outcomes :
Assessment Tutor : Adam Hunter (A515769)

2 Project 2 2000 words
Weighting             : 60%
Workload              : 18 hrs
Issue Week          : 04
Submission Week : 17
Return Week        : 20
Associated Learning Outcomes :
Assessment Tutor : Adam Hunter (A515769)

Case Study 3 1500 words
Weighting             : 40%
Workload              : 18 hrs
Issue Week          : 4
Submission Week : 10
Return Week        : 13
Associated Learning Outcomes :
Assessment Tutor : Adam Hunter (A515769)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. These must be brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible

Additional Tutors :

Supportive Reading
Hughes, M. & Franks, I. 2004 Notational Analysis of Sport Routeledge
Carling, C., Reilly, T. & Williams, A.M. 2009 Performance Assessment for Field Sports Routeledge
McMorris, T. & Hale, T. 2006 Coaching Science: Theory into Practice John Wiley & Sons

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Quantitative,Leadership

Module Code : SL0994A
Module Title  : Public Health and Physical Activity

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Yvette Wharton (Y510992)

Brief Description
This module examines the health benefits of physical activity and its potential function in disease prevention, treatment and its role in promoting and maintaing public health.

Aim
The aim of this Module is to provide the student with: an appreciation and understanding of the role of physical activity in improving public health and preventing and controlling lifestyle diseases.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically examine the relationship between physical activity and health.
2. Provide an overview of the current UK health status in relation to diseases and conditions associated with physical inactivity.
3. Evaluate the current research literature pertaining to the use of physical activity as a treatment for hypokinetic diseases and the potential impact on public health.

Indicative Content

1. Relationship between physical activity and health.
Physical Activity and Disease Mortality & Morbidity. Historical perspective to present day.
2. Epidemiology of physical activity
Concepts and Methods in Physical Activity Epidemiology Epidemiologic Measures
3. Variations in health status
Influence of age, gender, social status, education.
4. Determinants of participation in physical activity
Barriers to Physical Activity
5. Physical activity recommendations
Physical activity recommendations
6. Place and emphasis of physical activity in health policy
Identified role of physical activity in policies to promote health. Developing role, adoption and promotion of physical activity as a tool to promote health of the nation.
7. Role of physical activity in promoting physical and mental
Physical and mental health benfits of regular participation in physical activity

Statement on Teaching, Learning and Assessment
Teaching will comprise of lectures and directed tutorials. Lectures will introduce key concepts and theory whilst the directed activities and tutorials, will focus on developing deeper understanding and analysis of these. Initial tutorials will be comprised of directed reading. Tutorials in the last quarter of the semester will focus on key issues that require the student to identify readings/evidence to demonstrate deeper understanding. The requirement for the student to access and interpret research will encourage enquiry based learning which is in line with the University teaching and learning strategy. In addition this will also specifically develop elements of the graduate attributes, especially those related to the attribute, Confident thinkers. This will be particularly in relation to developing deeper knowledge of the subject area and identifying current trends in Physical Activity and Health research.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 8 hours
Tutorial/Seminar : 16 hours
Assessment : 24 hours
Independent : 102 hours

Assessment

Portfolio 1 Summary notes
Weighting             : 0%
Workload              : 0 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 19
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Yvette Wharton (Y510992)

2 Essay 2 1800
Weighting             : 30%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 8
Return Week        : 12
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Yvette Wharton (Y510992)

Examination 3 2 hours
Weighting             : 70%
Workload              : 16 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 20
Associated Learning Outcomes :
Assessment Tutor : Yvette Wharton (Y510992)
 
 
 


Additional Assessment Information
Unit 1 is continuous assessment and involves completing directed activities. brought to the tutorial/practical each week. Students who satisfactorily complete 75% of the directed activities will be awarded an A20. Students failing to meet the 75% target will be awarded a CF3, or an NS0 if they fail to submit the unit. At the Subject Assessment Board those students who have achieved a numeric grade > or =8.5 will be awarded a pass. If a student has achieved a numeric grade of <8.5 but has passed unit 1(the Directed Activities) they will be awarded the grade as achieved, and may be eligible for re-assessment if sufficient academic credits have been accumulated. Those students who have a numeric grade of <8.5 but have NOT passed Unit 1 (the Directed Activities) will be awarded an LA0 for the module. Those students presenting to the Programme Assessment Board with an LA grade for a module, on the basis of a failed portfolio, will be ineligible for re- asse

Additional Tutors :

Supportive Reading
Bouchard, C., Blair, S.N 2007 Physical Activity and Health Human Kinetics
Sharkey, B.J., Gaskill, S.E., 2007 Fitness and Health 6th Edition, Human Kinetics
Kohl, H.W., Murray, T.D. 2012 Foundations of Physical Activity and Public Health Human Kinetics

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Research,Planning

Module Code : PS1029A
Module Title  : Communication and Consciousness

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules : PS1028A 
Prohibited Combinations :  


Module Tutor : Vera Kempe (V514248)

Brief Description
This module introduces students to the areas of communication, thinking and consciousness providing a multi-disciplinary perspective integrating findings from psychology, biology, linguistics, anthropology and neuroscience.

Aim
The aim of this Module is to provide the students with an understanding of the complex phenomena of forms of communication, including language, to thinking and reasoning and to consciousness focusing on current theoretical debates about their origins, interplay and functioning as well as on empirical evidence elucidating underlying mechanisms.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate knowledge and understanding of key phenomena, contemporary theories and empirical evidence in the areas of communication, language, thought and consciousness.
2. Be able to appreciate and communicate the complexity and multi- disciplinarity involved in understanding communication, language, thought and consciousness.
3. Be fully conversant with the relevant terminology and confidently use clear and concise language when engaging in professional writing for the general audience.
4. Show competence and creativity in justifying critical evaluations of empirical data and different theoretical perspectives.
5. Integrate their knowledge about communication, language, thought and consciousness to arrive at a deeper understanding of the interaction between brain, mind and behaviour.

Indicative Content

1. Biological precursors and neuro-physiological basis of comm
(a) Animal communication systems: birdsong, primate communication systems, others (insects, cetaceans) (b) Anatomical and neuro-physiological basis of language: The larynx, the ear, he brain.
2. Human language processing:
(a) Comprehension (b) Production
3. Language and thought
(a) Language and colour perception (b) Language and numerosity (c) Language and conceptualisation of time
4. Evolution of language
(a) Theories of language origin (gestural, vocal) (b) Evolution of language (biological vs. cultural, adaptations, cognitive constraints, proto-languages, languages and genes) (c) non-verbal communication and its relation to language
5. First and second language learning
(a) Innate biases vs. general-purpose learning (b) Critical period in first and second language learning
6. Thinking
(a) reasoning and problem solving (b) judgment and decision making
7. Historical approaches and definitions of consciousness
(a) The easy and the hard problem (b) Cartesian dualism and Cartesian materialism. (c) Consciousness as an observer problem. (d) Consciousness as an epiphenomenon
8. Subjective experiences, altered and pathological states
The mind of the damaged brain (a) subjectivity, qualia, free will (b) Dreams, hallucinations, hypnosis, drugs (c) Psychosis, neglect, reduplicative paramnesia, dissociative states (d) creativity, imagination, music
9. Mind and brain
Neural correlates of consciousness Brain damage and consciousness (phantom limbs, epilepsy, dementia)
10. Integration and synthesis
Can there be consciousness without communication? Can there be thought, language and communication without consciousness?

Statement on Teaching, Learning and Assessment
Alignment of teaching, learning and assessment is achieved by matching teaching and learning activities with the type of assessment. 25% of lectorials are devoted to enquiry-based learning. Students are encouraged to formulate and discuss questions about topics to facilitate critical thinking and confidence in their awareness of new, provisional, and significant shifts in knowledge. Assessment unit 1 will facilitate critical and creative approaches to general and specialist knowledge. Due to the multi-disciplinary nature of the module, students should recognise and appreciate the complexity associated with different perspectives, methods and contributions across disciplines.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Coursework 1 scientific mag article
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 19
Return Week        : 23
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Siobhan MacAndrew (S510836)

2 Examination 2 2 hour seen
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 20
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Vera Kempe (V514248)

 
 
 


Additional Assessment Information
The scientific magazine article covers an issue of the student¿s own choice within the area of communication or the area of consciousness. A fundamental characteristic of this assessment is that the student must be capable of explaining the scientific literature to a general audience in clear and readily comprehensible language.Training will be given on how to research and write an article for a scientific magazine aimed at the general reader. The three questions will probe the students¿ knowledge of key concepts and theories in the areas of communication and consciousness as well as their creative thinking in trying to examine links between the two areas. Each short answer is weighted as 15% of the module assessment. The rather short 2-week period given for this assessment will encourage students to draw on their knowledge and understanding acquired during the module rather than on last- minute literature and internet searches.

Additional Tutors :
Siobhan MacAndrew (S510836)

Supportive Reading
Harley T A 2008. Psychology of language: From data to theory (3rd Ed.) . Hove: Psychology Press
Hauser, M. 1997 The evolution of communication. Bradford Books.
Frith, C. 2007 Making up the mind. Oxford: Oxford University Press

Specialist Resources
Turning point software will be used in this module.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Reading,Writing,Collaboration,Professional

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Self Evaluation,Planning,Interpersonal,Quantitative,Professionalism

Module Code : SL1095A
Module Title  : Scientific support for Elite Performance

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Adam Hunter (A515769)

Brief Description
This module is designed to build on science theory so that the student can explore the influence of sports science support on sports performance.

Aim
The aim of this Module is to provide the student with information which would allow them to critically appraise the worth of specific elements of sports science support to the athlete.

Learning Outcomes
By the end of this module the student should be able to :
1. critically appraise the value of different members of the sports science team to the athlete
2. consider professional and ethical issues that members of the sport science team will need to apply when dealing with the athlete
3. apply current research thinking in the field of sport science support in writing a review of how members of the sports science team can help an athlete resolve performance-related problems

Indicative Content

1. The Sports Physiologist
The role of the sports physiologist
2. The Sports Biomechanist
The role of the sports biomechanist
3. The Sports Nutritionist
The role of the sports nutritionist
4. The Sports Psychologist
The role of the sports psychologist
5. The strength and conditioning specialist
the role of the strength and conditioning specialist
6. The sports physiotherapist
The role of the sports physiotherapist
7. The coach as a team manager
working together - the partnership between sport science support, the athlete, the coach and other members of the athlete's support team
8. Professional Issues and Ethical Issues
Professional issues when working with elite athletes; Ethical issues when working with elite athletes

Statement on Teaching, Learning and Assessment
The aim of this module is to provide the student with the knowledge to underpin performance coaching and to act as a preparation for contribution to sport systems in the UK. This module will consist of 2-hour lectorials lead by guest lecturers with recognised expertise in specific sport support areas. The purpose of these sessions is to provide the student with information concerning needs assessment analysis, and development, implementation and monitoring of interventions to improve elite performance. Guests will focus on how they work with teams, individuals, or coaches to enhance sport performance. Consisting with Abertay's policy for the development of graduate attributes, the lectorials will consist of a mixture of delivery of information, problem- solving, collaborative work and analysis of case studies. The assessment strategy includes one presentation and one essay. The presentation will allow students to develop a case-study scenario in which a needs analysis process is conducted. The second assignment builds on the strengths and weaknesses identified and requires the student to consider the areas of scientific support to develop a coherent intervention.Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These assessed in the following way: confident thinkers (units 1,2), determined creators (units 1,2), challenging complexity, driving change (unit 2). It is expected that 50% of the contact time in this module will be devoted to active enquiry-based learning activities.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 11 hours
Tutorial/Seminar : 10 hours
Assessment : 24 hours
Independent : 105 hours

Assessment

Presentation 1 Oral presentation
Weighting             : 30%
Workload              : 7 hrs
Issue Week          : 1
Submission Week : 7
Return Week        : 10
Associated Learning Outcomes :
Assessment Tutor : Adam Hunter (A515769)

2 Case Study 2 case-study
Weighting             : 70%
Workload              : 17 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 22
Associated Learning Outcomes :
Assessment Tutor : Adam Hunter (A515769)

 
 
 


Additional Assessment Information


Additional Tutors :
Guest Speaker

Supportive Reading
Lyle, J. 2002 Sport Coaching Concepts Routledge
Cross, N. & Lyle, J. 1999 The Coaching Process Heinemann Butterworth


Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning,Interpersonal

Module Code : PS1099A
Module Title  : Sport and Exercise Psychology Project

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 10
SCQF Credits : 45
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites : PS0911A 
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Lynn Wright (L510990)

Brief Description
This module allows the student to undertake an independent research project related to an area of sport psychology. This module provides guidance and support for this process.

Aim
The aim of this Module is to provide the student with: a critical understanding of the theoretical, conceptual and methodological options available for psychological research, design and analysis and skills to design, analyse, execute and produce a report for a research project related to an area of sport psychology.

Learning Outcomes
By the end of this module the student should be able to :
1. Design and conduct a research project related to Sport Psychology which falls within BPS ethical guidelines
2. Demonstrate an ability to undertake relevant background research and produce an academic literature review
3. Demonstrate an ability to effectively plan and execute the research study in the chosen topic
4. Successfully defend the choice of methodology and statistical analysis and apply software packages on statistics and programming of experiments.
5. Present the completed project orally
6. Develop a working relationship with a supervisor, hold effective supervision meetings, plan and manage time.

Indicative Content

1. Working with a supervisor
Making the most of supervision, preparing for supervision meetings, becoming a confident independent learner, setting goals, evaluating progress.
2. Application of Methods & Statistics (Workshop-based)
Appropriate methodologies. Using appropriate statistics (e.g. SPSS). Use of specialised software: e.g. Observer; Superlab and E-Prime.
3. The research question
Critically evaluating your own ideas, identifying the right question to ask, relating your ideas to the literature, ethical issues and how to address them.
4. Presentation skills
Organising material, presentations using multi-media. Personal confidence, audibility, modulation and diction in public speaking.
5. Participating in the research community
Immersion in the literature. Organising research materials & keeping good records. Conducting meetings with outside agencies and communicating findings to participants.
6. The design and procedure
Methodological issues, techniques of analysis, limitations of statistical techniques, pilot work, creating experimental materials, making sure your idea is 'testable', problems with implementation.
7. The data
Collecting data efficiently, keeping good records, analysing data appropriately, interpreting results.
8. Communicating the results
Writing in APA (American Psychological Association) format, being your own editor, criticising your own work effectively, relating your findings to the literature.
9. Personal Development Planning (PDP)
Students will be asked to reflect on their own learning development and current skills in order to develop employability awareness (CV preparation) and prepare them for post graduate study and the workplace

Statement on Teaching, Learning and Assessment
The aim of this module is to provide the student with a critical understanding of the theoretical, conceptual and methodological options available for psychological research design. Supported by lectures and supervisors, students create and engage in independent research projects. Lectures cover material on time management and principles of presentations. Some labs are workshop based and students are encouraged to work independently to gain skills using programmes such as E:Prime and Superlab while others are designed to advise students on issues such as formatting and statistics when they near completion of their work. A personal development planning lab (Creating a CV) is also included in this module to develop students’ employability awareness and preparation as they near completion of their honours degree. The project process involves around 90% active enquiry. The project process develops students’ interpersonal skills to work and collaborate with others (including supervisors and participants as well as potential external agencies). The process of carrying out an independent piece of research develops students in to confident, enquiring and reflective thinkers. The learning outcomes of the module are assessed via a final year dissertation and a presentation of the completed work. Teaching will comprise a combination of lectures and workshops.

Teaching and Learning Workloads :

Total : 450 hours
Lecture : 10 hours
Tutorial/Seminar : 18 hours
Supervised Practical Activity : 22 hours
Unsupervised Practical Activities : 40 hours
Assessment : 60 hours
Independent : 300 hours

Assessment

Coursework 1 Draft intro & method
Weighting             : 10%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 18
Associated Learning Outcomes : 1,2
Assessment Tutor : Lynn Wright (L510990)

2 Presentation 2 15 Minutes
Weighting             : 20%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 30
Return Week        : 35
Associated Learning Outcomes : 5
Assessment Tutor : Lynn Wright (L510990)

Dissertation 3 12,000 words
Weighting             : 70%
Workload              : 42 hrs
Issue Week          : 1
Submission Week : 29
Return Week        : 35
Associated Learning Outcomes : 1,3,4,6
Assessment Tutor : Lynn Wright (L510990)
 
 
 


Additional Assessment Information
The completed project should be a minimum of 9,500 words and a maximum of 12,000 words.

Additional Tutors :

Supportive Reading
Brace, N., Kemp., & Snelgar, R. (2009). SPSS for Psychologists (4th edition) Palgrave Macmillan: UK.
Forshaw, M . (2004). Your Undergraduate Psychology Project: A BPS Guide Blackwell Publishing: Oxford.
American Psychological Association (APA) (2010). Publication Manual of the Americal Psychological Association (6th edition) American Psychological Association: Washington

Specialist Resources
SPSS, use of various equipment to run psychology experiments, psychology laboratories, specialised software to run experiments with

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative,Professionalism

Module Code : SL1098A
Module Title  : Work Based Learning 2

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : ( )

Brief Description
Work based learning supports both professional and personal development. It provides the opportunity for students to expand their knowledge and understanding of their subject and its applications within a real-life setting. It increases competence and awareness of both subject-based and transferable skills thus enhancing employability. Its purpose is to build upon previous work experience gained in SL0998a, allowing students to examine important aspects of their future career and prospective work environments.

Aim
The aim of this Module is to provide the student with further experiences of the pressures, constraints, and opportunities within the context of the sport and exercise workplace.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate increased awareness and evaluation of the scope, structure, and operation of the host organisation from a career perspective
2. Further develop generic and specialist knowledge, understanding, skills, and competencies
3. Develop the ability to conduct a systematic investigation into a selected aspect of their work and to acquire and practice basic skills of enquiry in a work context

Indicative Content

1. Work placement
An appropriate programme of work and guidance, which adresses the module aims and stimulates reflection, will be negotiated between the student and an external placement
2. Understanding the work context and organisational issues
The student will examine confidentiality, health and safety, legal and ethical requirements, and the roles, professional relationships, and required procedures of their placement
3. Reflection and investigation
The student will be expected to reflect on their career path and evaluate the work context and investigate a specific aspect of their placement experience

Statement on Teaching, Learning and Assessment
A period of work experience can significantly improve the employability of graduates, allowing students to develop additional skills and qualities that will impress recruiters. As well as allowing students to put the knowledge and skills they have gained at University into practice, a work placement allows students to continue to develop the Division of Sport and Exercise Graduate Attributes. This includes transferable skills such as teamwork, cultural awareness, leadership and communication. Additionally discipline specific work placements provide students with the opportunity to meet potential employers or contacts and to find out what employment opportunities exist and what such work would actually involve. Through evaluating their own career needs and negotiating their own placement students will learn essential career management and employability skills. Students will take more control of their own career, more firmly establishing the actions and directions they will need to take in their career path. Through actually application of their knowledge coupled with self-reflection, students will undertake and in-depth investigation of a focused aspect of their placement providing students with a suitable forum to evaluate their job role and its effectiveness, and what changes in direction and actions this role will need to take in future in regard to their own career. Teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. These are assessed in the following way: confident thinkers (outcomes 1, 2, 3; unit 1), determined creators (outcome 3; unit 1), flexible collaborators (outcomes 1, 2; unit 1), challenging complexity, driving change (outcome 3; unit 1). As the majority of this module takes place outwith class time (i.e. on work placement) contact time is mostly through placement and work-based tutors. Inquiry-based learning is approximately 80% of class based activities. Also it should be noted that the central focus of this module is 100% inquiry-based learning through the work placement.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 4 hours
Unsupervised Practical Activities : 24 hours
Assessment : 24 hours
Independent : 98 hours

Assessment

Project 1 3500-words
Weighting             : 100%
Workload              : 24 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 1,2,3
Assessment Tutor : ( )


 
 
 


Additional Assessment Information


Additional Tutors :
Part-time Staff

Supportive Reading
Johns, C. 2000. Becoming a Reflective practitioner. Blackwell.
Adair, J. 1999. Time Management and Personal Development. Thorogood.
Eraut, M. 2002. Developing Professional Knowledge and Competence. Routledge.

Specialist Resources


Teachability Issues for this module are :
Oral,Aural,Reading,Writing,Collaboration,Physical,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism

Module Code : PS1031A
Module Title  : Advanced Biological Psychology: The Science of Attraction

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : TAMSIN SAXTON (T515260)

Brief Description
This module explores the extent to which characteristics such as faces, voices, behaviour and odour can influence human attraction, drawing on evolutionary explanations of behaviour and recent research within the field of evolutionary psychology. Teaching sessions will be partly student-led, based on student group presentations of their own independent and collaborative investigation (using electronic and online resources) of recent research areas, such that 50% of the workload will be enquiry-based. Students are expected to source 60% of the module materials.

Aim
The aim of this Module is to provide the student with an understanding of a range of applications of evolutionary theory to human attraction and a critical appreciation of scientific research on human mate choice.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand the main theories that have been proposed to underpin the evolution of human mate choice and attraction.
2. Critically evaluate relevant literature on human mate choice and attraction and present this information orally to peer groups, and in written work.
3. Develop their own opinions on the validity of published evolutionary psychology research based on informed reasoning.
4. Understand and describe critical issues associated with biological motivation and links between hormones and behaviour.

Indicative Content

1. Evolutionary approaches to human sexual behaviour
Introduction to the evolutionary mechanisms that underpin human behaviour; the selfish gene; human evolution and sexual dimorphisms; inter- and intra-sexual selection; scientific motivation to study attraction; attraction as a biological aspect of motivation.
2. Sexual signalling
Signalling of dimensions of individual quality through traits such as facial appearance, body size and shape, voice, odour and behaviour in human and non-human primates; evaluation of research methods in assessing and interpreting these
3. The physiology of attraction
Hormones and behaviour; the chemicals that underpin attraction; the brain and reward: effects on our brains of experiencing attraction
4. Development of sexual preferences
Innate and learnt recognition of, and preferences for, human traits; why do people have different sexual orientations, and different attitudes to sexual relationships?
5. Individual differences in mate preferences
identification of individual differences (e.g. in mate quality, hormonal status, socioecology) that predict variation in sexual behaviour.
6. Reading personality in the face
Is there a kernel of truth in the folk belief that you can tell something about someone's personality from the way they look? Historical context and current findings.
7. Critical issues
The naturalistic fallacy; mis-representation in the media

Statement on Teaching, Learning and Assessment
The module is designed to provide students with an understanding of the application of evolutionary and biological theories to a range of aspects of attraction and mate choice and to provide them with an opportunity to critically evaluate these applications and their interpretation. The module will be delivered across 12 sessions which incorporate student led group presentations and discussion. Students are expected to source 60% of the module materials independently and 50% of the content will be covered through enquiry based learning (presentations of group-based research and evaluation of the literature).

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Coursework 1 Essay
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 21
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : TAMSIN SAXTON (T515260)

2 Examination 2 Exam
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 37
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : TAMSIN SAXTON (T515260)

 
 
 


Additional Assessment Information
Coursework will be a 2500 word essay. Exam will require two essay answers.

Additional Tutors :
Fhionna Moore (F514243)

Supportive Reading
Perrett, D. 2010 In your face Palgrave McMillan
Swami, V. 2011 Evolutionary Psychology: A Critical Introduction Blackwell
Miller, G. 2001 The mating mind: how sexual choice shaped human nature Vintage

Specialist Resources
Powerpoint presentation facilities, video/DVD playback and internet access

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Professionalism

Module Code : PS1033A
Module Title  : Advanced Topics in Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Derek Carson (D510862)

Brief Description
This module covers language development in young children and its social and cognitive pre-requisites and face recognition and perception abilities in childhood and adulthood.

Aim
The aim of this Module is to provide the student with a critical understanding of cognitive development, how children acquire language and how face recognition and perception abilities develop through childhood into adulthood.

Learning Outcomes
By the end of this module the student should be able to :
1. critically discuss psychological theories of language development in designated domains, and interpret and evaluate relevant empirical data.
2. Evaluate and describe methodological controversies in the assessment of age-related changes.
3. Critically assess the research literature on face recognition and language development.
4. Understand the development of models of person recognition and assess their ability to account for the findings of published research.

Indicative Content

1. Child cognition and brain growth
The development of the brain in early childhood, and its link to language development.
2. Conceptual issues in learning
Domains (modules), critical periods, learning mechanisms (e.g. statistical learning, bootstrapping, innate constraints), nature-nurture.
3. Speech and sounds
Auditory perception, acquisition of phonemes, and effects of prosody on acquisition of other parts of the language system.
4. Acquisition of words
Words, concepts and categories.
5. The rules of language
Acquisition of morphology and syntax.
6. Other Topics
Child-directed speech, literacy acquisition, language impairments.
7. Theoretical Framework: Models of face recognition
Bruce and Young (1986) Functional Model; Burton, Bruce and Johnston (1990) Interactive Activation and Competiton Model.
8. Comparing face and object recognition
Effects of inversion; development of recognition systems; prosopagnosia.
9. Facial Distinctiveness
Experimental findings; caricature effects; Multi- Dimensional Face Space Model.
10. Development of Face Perception Abilities
Neonate Studies, developmental changes in face perception and face recognition abilities.

Statement on Teaching, Learning and Assessment
This module combines material from two distinct but related areas. Common to both areas is an interest in how cognitive development is related to our ability to acquire language and process and recognise face-like stimuli. Approximately 6 weeks will be given to the study of each of these areas. The teaching session will take the form of a weekly lectorial. Each week some time will be spent in a traditional lecture format but students will be expected to engage in periodic class tasks and discussions. Approximately 50% of the class contact time will be given over to active enquiry activities. Students are also expected to source their own study materials to complement and add to the reference lists made available by the teaching staff.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Assessment : 36 hours
Independent : 90 hours

Assessment

Coursework 1 Combined Assessment
Weighting             : 100%
Workload              : 36 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Derek Carson (D510862)


 
 
 


Additional Assessment Information
The combined assessment will require students to engage and reflect on material from both components of the module.

Additional Tutors :
Vera Kempe (V514248)

Supportive Reading
Brooks, P, J and Kempe, V 2012 Language Development BPS Blackwell: Chichester
Young, A. W 1998 Face and Mind OUP
Bruce V, Young A 2012 Face Perception Psychology Press: London

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Planning,Interpersonal

Module Code : SL1096A
Module Title  : Contemporary Issues in Physical Activity

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 09/04/13 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Yvette Wharton (Y510992)

Brief Description
This module gives the student the opportunity to investigate and evaluate contemporary issues in physical activity.

Aim
The aim of this Module is to provide the student with:the ability to critically examine the way in which contemporary issues in physical activity influences conceptions of the `body', `physical activity' and `health'.

Learning Outcomes
By the end of this module the student should be able to :
1. Undertake discussion and critical reflection to evaluate current research.
2. Reach informed conclusions about contemporary discourses in physical activity.
3. Critically examine the way in which contemporary policies and practices of physical activity influences conceptions of the `body', `physical activity' and `health'.
4. Appraise the differences in the effects of physical activity on participation across age, gender, and ethnic groups.

Indicative Content

1. Factors that influence physical activity opportunities
Examined from the perspectives of race, gender, sexuality and age.
2. Meanings of physical activity.
How these are produced distributed and consumed.
3. Differing perspectives on gender
Considerations and understandings of gender based realities.
4. Dimensions of inclusion
Related to sexuality, gender, race and ethnicity.
5. Exploration of attitudes, beliefs and values
Exploration of attitudes, beliefs and values regarding physical activity of different populations.

Statement on Teaching, Learning and Assessment
The module will use a tutorial format. Directed reading will be given each week and will concentrate on a particular issue or question. There will be a strong emphasis on enquiry based learning (60%). Following initial direction with regard to lead themes and questions the students will be expected to identify and analyse up to date research. This will be then be used to develop discussion in the tutorials. The structure of the module and nature of the assessment will develop the following graduate attributes; GA1(2)&(3) and GA2 (2)

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 20 hours
Assessment : 30 hours
Independent : 90 hours

Assessment

Essay 1 4000 words
Weighting             : 100%
Workload              : 30 hrs
Issue Week          : 18
Submission Week : 34
Return Week        : 38
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Yvette Wharton (Y510992)


 
 
 


Additional Assessment Information
Students will identify their own essay topic, (must be approved by module tutor). The topic chosen must reflect a topic related to those discussed in tutorials. Students will have individual meetings with the module tutor to discuss a essay plan.

Additional Tutors :

Supportive Reading
Ward, D.S., Saunders, R.P., Pate, R.R., 2007 Physical Activity Interventions in Children and Adolescents Human Kinetics
Thomas, H., 2007 The Body and Everyday Life London, Routledge
Precilla, Y., Choi, L., 2000 Femininty and the Physically Active Women London, Routledge

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Research,Planning,Interpersonal

Module Code : PS1009A
Module Title  : Evidence Based Investigative Interviewing

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : DAVID LA ROOY (D514396)

Brief Description
This module is intended to provide students with an in-depth understanding of how psychological science has contributed to the development of best practice investigative-interviewing standards used within the legal system.

Aim
The aim of this Module is to provide the student with knowledge of how psychological science can be successfully translated into practical and applied settings.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate an in-depth understanding of relevant psychological theory that has contributed to the development of best-practice interview techniques and guidelines.
2. Identify and critically evaluate applied research relevant to investigative interviewing.
3. Understand the significance of developmental factors with regards to best practice interviewing
4. Identify areas where there is only limited research available to guide best practice

Indicative Content

1. Autobiographical memory.
The development of memory throughout the lifespan.
2. Obtaining reliable accounts from witnesses.

3. Varieties of false memory and suggestibility

4. History of false memory research and associated paradigms.

5. Conformity, acquiescence, and false confessions.

6. Case studies of false memory and false allegation.

7. Ethical and rapport based approach to interviewing suspects.

8. The influence of drugs and alcohol.

9. Interview guidelines and techniques.
Achieving Best Evidence; National Institutes of Child Health and Human Development (NICHD) interview protocol, Cognitive Interview (CI), Police and Criminal Evidence Act (PACE), the PEACE interviewing framework, confession based interview strategies.
10. Practical interviewing excercises.
Quantitative assessment of the quality of witness interviews. Practical experience of conducting an interview.

Statement on Teaching, Learning and Assessment
Teaching will comprise a combination of lectures, lectorials and seminars as appropriate. The necessary reading material will comprise primarily of journal articles. Students will be expected to access independently 60% of the relevant subject content which will amount to 4-5 psychology research articles per week. Students will be encouraged to engage in Active Enquiry which is a form of self-directed learning that helps maximize the benefits of lectures and discussion sessions.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Examination 1 3 hours
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 37
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : DAVID LA ROOY (D514396)


 
 
 


Additional Assessment Information
Unit 1 examination will be based on lecture topics and assigned readings.

Additional Tutors :
Fiona Gabbert (F513576)

Supportive Reading
M-E. Lamb, I. Hershkowitz, Y. Orbach, & P. W. Esplin 2008 Tell Me What Happened: Structured Investigative Interviews of Child Victims and Witnesses. Wiley
C. J. Brainerd, & V. F., Reyna, 2005 The science of false memory Oxford University Press
M. E. Lamb, D. J. La Rooy, L. C. Malloy, & C. Katz (Eds.) 2011 Children’s Testimony: A Handbook of Psychological Research and Forensic Practice Wiley-Blackwell

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Diagrammatic,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,ICT Skills

Module Code : SL1086A
Module Title  : Exercise for Special Populations

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Helen McHardy (H511004)

Brief Description
This is a module which examines the role of physical activity in improving/stabilising fitness in some special populations such as: elderly, chronically ill and disabled.

Aim
The aim of this Module is to provide the student with : the ability to recognise that special populations need specialised exercise programmes and the risks/benefits associated with exercise for these groups.

Learning Outcomes
By the end of this module the student should be able to :
1. Analyse the physical activity needs of a variety of special populations.
2. Critically analyse the physical and psychological risks/benefits associated with activity or non-activity for these groups.
3. Analyse the adaptations to 'normal' physical activity programmes that must be made.

Indicative Content

1. Special Populations 1
The effects of exercise on the health and well-being of special populations such as: elderly, children or disadvantaged/vulnerable groups.
2. Special Populations 2
The effects of exercise on the health and well-being of special populations such as: chronically ill and disabled.
3. Role of exercise
Examination of the role that exercise plays in the prevention and/or treatment of conditions associated with special populations.
4. Barriers to Exercise.
Examination of the physical, psychological, social and any other barriers to participation in exercise programmes.
5. Risk/benefit.
Examination of the risks and/or benefits associated with ongoing non-activity or adoption of an exercise programme.
6. Programmes.
How exercise/activity programmes for these populations must be adapted for the client.

Statement on Teaching, Learning and Assessment


Teaching and Learning Workloads :

Total : 150 hours
Tutorial/Seminar : 24 hours
Assessment : 30 hours
Independent : 96 hours

Assessment

Examination 1 seen exam
Weighting             : 50%
Workload              : 15 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 36
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Helen McHardy (H511004)

2 Presentation 2 20min oral presentation
Weighting             : 50%
Workload              : 15 hrs
Issue Week          : 19
Submission Week : 36
Return Week        : 40
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Helen McHardy (H511004)

 
 
 


Additional Assessment Information


Additional Tutors :
David Holland-Smith (D513457)
JOHN BABRAJ (J515032)

Supportive Reading
ACSM 2000 Guidelines for Fitness Testing and Prescription Lippincott, Williams and Wilkins
Shephard, RJ 1997 Ageing, Physical Activity and Health Human Kinetics
Buckley, J 1999 Exercise on Prescription McGraw Hill

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Research,Self Evaluation,Planning,Professionalism

Module Code : SL1094A
Module Title  : Nutrition for Sports Performance

Principal Domain : School of Social and Health Sciences
Principal Division : Sport and Leisure      Weighting : 50%
Additional Divisions : Health and Food Sciences     Weighting : 50%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : JOHN BABRAJ (J515032)

Brief Description
This module provides the students with an in depth knowledge of human nutrition and how it relates to aspects of sport performance

Aim
The aim of this Module is to provide the student with : an appreciation of the importance of nutrition in modulating sport performance, as well as knowledge of nutritional tools available to improve sport performance. An understanding of illegal sports supplements will also be developed.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand the importance of optimal nutrition in improving sports performance
2. Appreciate the use of nutritional practices as a rare method of gaining a legal advantage in sport, particularly at high level.
3. Critically evaluate, using current literature the efficacy of legal sports supplements in sport.
4. Critically evaluate, via use of scientific literature and data collection / analysis, the efficacy of sports supplements in enhancing sports performance

Indicative Content

1. Introduction, carbohydrate metabolism
Overview of the module. Role of carbohydrate in sports performance. Maximising stored carbohydrate levels and the role of carbohydrate intake post exercise
2. Fat and Performance
Discussing the importance of fat as fuel sources in sports of different intensities / durations
3. The Protein Debate
Do athletes need large protein intakes? What does the evidence say?
4. fluid balance and performnce
What is the optimal fluid intake before and during exercise to optimise performance. How much fluid and when to take it during exercise recovery
5. illegal hormone use
what is WADA. The role of androgenic hormones, EPO, growth hormone and IGF-1 in sports performance. Current testing regimes and are they appropriate
7. Legal sports supplements: Gaining a (Legal) advantage
Identifying key sports supplements (creatine, caffeine, carnitine, BCAA, vitamin D) and examining their efficacy through research.

Statement on Teaching, Learning and Assessment
Lectures will provide the theoretical underpinning of each topic area, with tutorial providing the opportunity for discussion and further development of the issues raised. Understanding and application of the theory, as well as the ability to provide a structured argument based on learning during the module, will be assessed through the lab report and essay.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 2 hours
Assessment : 30 hours
Independent : 94 hours

Assessment

Report 2 Project report
Weighting             : 70%
Workload              : 18 hrs
Issue Week          : 18
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 2,3,4
Assessment Tutor : JOHN BABRAJ (J515032)

2 Essay 1 illegal supplements
Weighting             : 30%
Workload              : 12 hrs
Issue Week          : 18
Submission Week : 26
Return Week        : 30
Associated Learning Outcomes : 4
Assessment Tutor : JOHN BABRAJ (J515032)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Burke, L. & Deakin, V. 2002 Clinical Sports Nutrition McGraw Hill
Maughan, R.J. & Burke, L.M. 2002 Handbook of Sports Medicine and Science: Sports Nutrition Blackwell
Bahrke, M.S. & Yesalis, C.E. 2002 Performance-Enhancing Sunstances in Sport and Exercise. Human Kinetics, Champaign, IL

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative,Leadership,Professionalism