Physical Activity and Health BSc (Hons) (Level 6 only)
2016 - 2017
Bachelor of Science (Level 6 only)
Physical Activity and Health
Physical Activity and Health
University of Chester
University of Chester
Undergraduate Modular Programme
Full-time and Part-time
Classroom / Laboratory,
Annual - September
Business and Management
Sport and Community Engagement
Subject Benchmark Statements for Hospitality, Leisure, Sport and Tourism (2008); Subject Benchmark Statements for Health Studies (2008).
Sport & Community Engagement MAB
Tuesday 1st July 2014
The BSc Physical Activity & Health (Level 6) programme provides a high quality programme of study which aims to:
stimulate and encourage students to adopt and demonstrate an enquiring, analytical and critical approach to their studies;
develop in students the ability to understand theoretical concepts and their practical application;
develop subject-specific practical and professional skills;
demonstrate an ability to analyse, synthesise, critically evaluate or reflect and communicate findings appropriately;
make informed decisions about future areas of employment within a wide variety of related fields;
acquire the learning and study skills required for progress to postgraduate courses.
Students will develop knowledge to enable critical understanding of:
1. terms, definitions and fundamental principles relevant to the study of physical activity and health (SS6101, SS6104, SS6113, SS6201, SS6202). 2. concepts and theories relating to the process of encouraging/promoting physical activity and health (e.g. aetiology, critical epidemiology, physical activity promotion, strategic management) (SS6101, SS6104, SS6113, SS6201, SS6202). 3. techniques including measurement, data collection and risk assessment related to physical activity and health (SS6101, SS6104, SS6201, SS6202).
Students will develop cognitive skills including the:
1. ability to plan, implement and evaluate research in a physical activity/health-related field (SS6101). 2. ability to gather, select, interpret and evaluate information from a variety of sources to address specific issues and problems (SS6101, SS6104, SS6113, SS6201, SS6202). 3. ability to critically analyse and synthesise evidence which informs specific physical activity and/or health issues (SS6101, SS6104, SS6113, SS6201, SS6202).
Students will develop practical and professional skills including the:
ability to organise and manage specific projects (e.g. SS6101, SS6113).
ability to behave in a responsible and professional manner in a variety of learning situations (e.g. group projects, practical workshops, student conference environment etc.,) (SS6101, SS6104, SS6113, SS6201, SS6202).
ability to make informed and professional decisions about future career and education (SS6104, SS6113, SS6201, SS6202).
Transferable professional skills will also be developed linked to the National Occupational Standards for Physical Activity & Health (Level 4)
Students will develop skills including:
1. effective and professional communication (e.g. written, verbal, presentation of self) (SS6101, SS6104, SS6113, SS6201, SS6202). 2. ICT skills (e.g. related to coursework, presentations, data handling) (SS6101, SS6104, SS6113, SS6202). 3. group work skills (e.g. listening, consulting, negotiating, delegating) (SS6104, SS6113, SS6201, SS6202). 4. reflection on experience and appropriate action planning (SS6101, SS6113, SS6201, SS6202).
The BSc Physical Activity and Health ((Level 6) complies with FHEQ generic and subject specific Benchmark Statements for Health, Leisure, Sport and Tourism (2008). These are outlined in section 25. The programme comprises four 20 credit modules at level 6 with a 40 credit Dissertation module which will fit into the conceptual area of physical activity and/or health. The same is true for the Student Conference: Issues in Sport & Physical Activity (SS6113) and Strategic Management for Physical Activity & Health (SS6201) modules that allow students to focus on policy, strategy and contemporary themes/issues relevant to the physical activity and health agenda.
The proposed degree programme can be seen to fit into the conceptual areas of physical activity promotion and healthy lifestyle/sport development. The role of physical activity in contemporary society is being increasingly recognised, from a social/environmental and a public health perspective and there is an increasing need for thinking practitioners who are able to work with and alongside other professionals from the fields of fitness, health, sport etc., Together with a comprehensive academic framework, the programme has a clear vocational relevance with modules that offer students the opportunity to utilise some of the practical skills/competence and qualifications gained from foundation degree level study and vocational/industry awards. The programme is designed to recognise and build upon the knowledge and skill based established in previous Foundation Degree study.
The modules available within the BSc Physical Activity and Health (Level 6) are designed to develop relevant knowledge and increase critical understanding related to both research and professional practice. The programme will also broaden student understanding and skills consistent with graduate-level career aspirations e.g. understanding and application of strategic management theory. Ultimately graduates should be well prepared for a range of careers at various levels, from instructing in areas of fitness to facilitating and administrating/managing relevant opportunities that exist in the world of active lifestyle, physical activity and health promotion.
Successful completion of Level Six – accumulation of 120 credits – BSc Physical Activity & Health (Level 6)
This Level 6 Top Up degree is designed for students who have successfully completed one of the following Higher Education Level 5 Qualifications and who now wish to progress to a full/part-time BSc (Hons) in Physical Activity and Health as part of their academic and professional development:
University of Chester's Foundation Degree in Fitness & Health (240 HE Credits)
University of Chester's Foundation Degree in Exercise, Health and Fitness (240 HE Credits)
All students entering through the anticipated recruitment route (programmes named above) will have undertaken industry based training and qualification and have undertaken periods of work preparation and work experience at both Levels 4 and 5 of their respective programmes. Students will have experienced between 80-150 hours in industry/work settings prior to entering the Level 6 Top Up year. A number of students will be qualified to an equivalent of Level 3 Register of Exercise Professionals (REPs) recognition in personal training, and some will have undertaken further more specialist industry training and qualification e.g. CYQ Diploma in Exercise Referral. These awards are not a requirement of the previous Foundation Degree study or criteria for entry to the top-up year and the BSc Physical Activity & Health programme makes no assumptions beyond those assured by:
1. successful completion of Level 4 & 5 modules from a University approved Foundation Degree award.
2. industry specific knowledge and skills equivalent to those relevant at REPs Level 2.
The Top Up award may also be offered to students from other Foundation Degree or Higher National Diploma (HND) in a relevant area of study provided the applicant has an experience that is consistent with that outlined for students who are entering from the University of Chester approved provision.
In all cases (University of Chester approved courses and other) all students applying to the Top up award must satisfy a minimum average mark criterion as outlined. A mark average of 50% across 100 credits at Level 5 of the University's Foundation Degree or other Foundation Degree will normally be considered to be the minimum academic entry requirement.
In some cases potential students will be invited to provide a personal statement and/or attend an informal initial interview.
Candidates for part-time study should ideally demonstrate employment in an appropriate setting, and have the written support of their manager for the integration of their studies with their workplace activities.
The design of the programme has taken account of, and, where appropriate, incorporated the recommendations of the Quality Assurance Agency for Higher Education (QAA) benchmarks for programmes broadly concerned with sport. Unit 25 benchmarks relating to sport and recreation have been developed in conjunction with the British Association of Sport and Exercise Sciences (BASES), the Leisure Studies Association and the UK Higher Education Standing Conference for Leisure, Recreation and Sport.
The programme is science oriented and subscribes to each of the four major sub-divisions of study, but particularly incorporates the ‘science‟ and ‘studies’ based sub divisions. These include:-
The study of human responses to sport and exercise
The study of the performance of sport and its enhancement, monitoring and analysis
The study of the historical, social, political, economic and cultural diffusion, distribution and impact of sport
As this is a level 6 programme comprising five modules not all benchmark statements are covered and some would more clearly feature as part of the student learning and achievement in previous study foundation degree level study.
Within the programme students are expected to be able to:
(A) In the study of human responses to sport and exercise:
(i) Make effective use of knowledge and understanding of the disciplines underpinning human structure and function (SS6202);
(ii) Appraise and evaluate the effects of sport and exercise intervention on the participant (SS6104, SS6202);
(iii) Provide a critical appreciation of the relationship between sport and exercise activity and intervention in a variety of participant groups. This will include special populations such as the elderly, disabled and children (SS6101, SS6104, SS6113 SS6202).
(B) In the study of the performance of sport and its enhancement, monitoring and analysis:
(i) Monitor, analyse, diagnose and prescribe action to enhance the learning and performance of the component elements of sport (SS6202) ;
(ii) Evidence the skills required to monitor and evaluate sports performance in laboratories and/ or field settings (Previous Level 4/5 study);
(iii) Display a critical appreciation of the integration of the variables involved in the delivery (teaching, instructing and coaching) of enhanced sport performance (Previous Level 4/5 study).
(C) In the study of the historical, social, political, economic and cultural diffusion, distribution and impact of sport:
(i) Display a critical insight into the organisations and structures responsible for sport, and the political ramifications arising from these (SS6101, SS6113, SS6201);
(ii) Employ social, economic, and political theory to explain the development and differentiation of sport throughout society (SS6101, SS6104, SS6113, SS6201);
(iii) Demonstrate the application of the social and cultural meanings attached to sport and their impact on participation and regulation (SS6101, SS6104, SS6201, SS6113);
(D) In the study of the policy, planning, management and delivery of sporting opportunities:
(i) Understand and apply the theories, concepts and principles of practice from the generic management areas of operations, finance, human resources, economics and marketing to sports facilities and events (SS6104, SS6201);
(ii) Employ strategic planning and development planning skills in analysing, understanding and addressing the development needs and intentions of sport organizations and communities (SS6104, SS6201, SS6113);
(iii) Demonstrate a critical appreciation of sport development and facilitation principles in at least one vocational context (SS6101, SS6201, SS6202, SS6113).
The programme is also shaped and directed by the QAA's subject benchmark statements for "Health Studies‟ (2008). The three core themes identified in this document have been embraced by the programme as follows:
1. The exploration of health as a human experience mediated by the individual, societal and global contexts (SS6101,SS6104,SS6113, SS6201, SS6202).
2. A reflective and critical evaluation of factors affecting health and its representations (SS6101,SS6104, SS6113, SS6201, SS6202).
3. An ability to engage actively in the discourses surrounding the concept of health and its representation (SS6101, SS6104, SS6113, SS6201, SS6202).
Finally, in addition to the QAA benchmarks the National Occupation Standards (NOS) for Physical Activity and Health have been used to shape the curriculum.
Learning and teaching on the Programme is underpinned by a variety of learning and teaching methods.
As the student gains skill and confidence in his/ her approaches to learning, higher levels of reflective and critical learning will be facilitated. There will be significant emphasis on student participation and an overriding attempt to relate to everyday experience that students bring with them to the course of study. Teaching and learning, consistent with the Benchmark objectives, will emphasise the shaping of critical thinkers who are able to describe and evaluate relevant philosophies and perspectives.
Lectures are employed for the purpose of orientation and for the transmission of key knowledge and perspectives in a structured form. Lectures also introduce a model for the generation of critical evaluation, as a fundamental process, in higher education. Finally, they provide a basis for self-directed study.
Key-note lectures will be supported by contextual seminars as relevant to the requirements of the programme.
Inter-active Lectures - In this format the lecturer encourages discussion made during the presentation and interacts with participants by alterations and adaptations to both the content and pace of the lectures.
Discussion - This develops critical and evaluative processes by debate regarding perspectives, experiences and outlook. These can be tutor-led and/or student-led.
Workshops - These are intended to provide experience in collaborative and creative problem solving. Workshops may include relevant case studies, simulation and virtual experiences.
Seminars and Presentations - These provide the participant with the opportunity to investigate issues and present these to the rest of the group. They have the role of providing the participant and investigatory experience, the sharing of knowledge, the justification to others of the conclusions reached and experience of semi-formal or structured presentation. Finally presentations will be the vehicle by which some summative assessment is provided.
Tutorials - These are learning exercises, which are participatory. Small groups of participants share knowledge and experiences and attempt to develop information, which arises from the formal programme or from self-directed study.
Self-directed study - This is regarded as an essential component of any Honours Degree. Participants have a wide range of resources and learning materials at their disposal. These are introduced at the beginning of the course, and their use is encouraged and reinforced through the delivery of modules. These resources may include tutorial support, audio-visual materials, laboratory, library and information technology facilities.
Assessments are designed to assess student ability to achieve the learning outcomes identified at module level and these contribute to the learning outcomes for the appropriate level of study.
Assessment will be framed in terms of global/broad criteria and more specific criteria when appropriate.
Types of assessment opportunity provided by the programmes include:
Coursework Assignment: includes traditional essay (with word limit), abstract, case study, project report, seminar paper etc. Therefore coursework can and will include elements of formative process and product as indicated in learning specifications.
Formal Examination: typically represented by examinations of up to 2 hours applied at the end of a module. Examination may be applied in the form of both unseen & seen papers.
Presentation: including group project work, poster presentation, and individual presentation based upon assigned and selected topics
The Physical Activity & Health programme is a vocationally-oriented degree that concentrates on the acquisition of relevant underpinning knowledge and the development of transferable skills. Students will be expected to work both autonomously or as part of a group demonstrating effective management of time and resources.
The programme particularly emphasises the skills of synthesis, critical analysis and the development of reflective practice. It is expected, therefore, that graduates from this programme will exit with these attributes and in addition demonstrate the capacity to transfer them to relevant situations.
Graduates from this programme will have the appropriate academic, technical and professional knowledge to enter careers in a range of settings including health, fitness and well-being promotion, physical activity/sport development (e.g. community sport development, youth sport development) and postgraduate studies.
The University of Chester is committed to the active promotion of equality of opportunity both as an employer and an education institution, for this purpose it has an Equal Opportunities Policy and appropriate codes of practice. The University has four approved Equal Opportunities Policies relating to: Freedom of Speech; Multicultural Education; Gender, and Disability. It also has a code of practice and guidance notes on recruitment.
The Equal Opportunities Committee is responsible for monitoring the operation of the policies. The aim of the policy is to ensure that all students and all members of staff at the University of Chester have equality of opportunity and are treated solely on the basis of their aptitude, ability and potential to pursue a course of study or to fulfil the requirements of a job. The policy also aims to eliminate unlawful or unfair discrimination. In particular, the University will ensure that no member of the community will be disadvantaged or discriminated against on the grounds of: sex; age (subject to University of Chester retirement policy); marital or parental status; sexual orientation; racial group (race, colour, nationality, ethnic or national origins); creed (religious, political or personal beliefs or principles); membership or non-membership of a trade union, or socio-economic background. It also aims to ensure that disabled people, or those with special needs, do not suffer unfair discrimination and are enabled to achieve their full potential.
The objective of the policy is a University which is open to all sections of the community, where people from all groups in society are represented at all levels, and in whose activities all members of staff and all its students can participate fully and equally for the benefit of the University of Chester. The programme, specifically, is designed to be open to all who are sufficiently qualified to engage within it. As such, there are support mechanisms in place for students from the moment they enter the programme.
The Department instigates a well-established system of support, most noticeably, though not exclusively, through the Personal Academic Tutor system. In addition, Teaching, Learning and Assessment strategies are deliberately varied in order to be as accessible as possible to all. Practical work can be modified to ensure that students of all physical abilities can engage appropriately with the intended learning outcomes. Aspects of the programme are also deliberately designed to discuss the myriad of ways in which race, gender, disability and age impact upon sport and exercise participation.
Induction for Students:
An induction period is provided during which students are introduced to the expectations of life as an undergraduate in the Department of Sport and Community Engagement. This is followed with an intensive period of work that aims to integrate students into the Department.
Personal Academic Tutors:
The department fully endorses and adheres to the Universities established Personal Academic Tutorial scheme. All students are allocated a personal academic tutor and students are encouraged to see their tutor regularly. This personal tutor (PAT) will provide advice on academic development and progress.
Programme Information and University Regulations:
Students will have access to a student handbook detailing the structure of the programme and relevant information concerning the University’s regulations. All such information is widely available through the Sharepoint portal.
Careers and Employability Advice:
The Department has a Careers Link Tutor who maintains contact with students concerning both vocational and educational opportunities.
The Careers & Employability Centre offer information, advice and guidance on career planning to students and graduates of the University of Chester. These services are free to current students and to graduates up to three years after graduating. There is an online Vacancies Portal for part-time jobs and paid placements, to help students earn while they learn and to develop skills for graduate employment.
** DBS checks will be carried out as required * *
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