Modules

Due to Covid-19 restrictions, learning and teaching activities on campus as described in the module descriptors are currently restricted. Learning and teaching will be enabled through a mixture of scheduled online activity where you will be able to engage with your tutor and classmates in real-time and unscheduled guided activity where you will be required to complete activities and tasks at a time which best suits you. Teaching will take place on campus, wherever possible, and where this is safe to happen.

Definitive information on module delivery during 2020/21 will be provided on Module Moodle Sites. For specific enquiries please contact the module leaders directly.

Module title:	Physical Activity & Behavioural Change Project
SCQF level:	10:
SCQF credit value:	20.00
ECTS credit value:	10
Module code:	SES10121
Module leader:	Amanda Pitkethly
School	School of Applied Sciences
Subject area group:	Sport Exercise and Health Science

Prerequisites

There are no pre-requisites for this module to be added

2020/1, Trimester 1, Face-to-Face,

Occurrence:	001
Primary mode of delivery:	Face-to-Face
Location of delivery:	SIGHTHILL
Partner:
Member of staff responsible for delivering module:	Amanda Pitkethly
Module Organiser:

Learning, Teaching and Assessment (LTA) Approach:

The module is delivered with a combination of lectures, tutorial/workshop sessions and supervised project work. The lectures deal with the basic theoretical framework as well as current research issues, and delivered in an interactive way that encourages student participation and engagement (LOs 1 and 2). In line with Edinburgh Napier University’s learning, teaching and assessment strategy, this module enhances student autonomy via individual and group research projects and develops skills in appropriate use of directed and independent project work (LOs 3 and 4). Formative assessment for this module facilitates the monitoring of progress and an adequate provision of feedback, while allowing students to demonstrate initiative and develop independent study and applied practitioner skills (LOs 1 to 4).

As suggested by the content and the learning outcomes, this module enhances the development/improvement of employability and scholarship skills in several ways. The module requires students to carry out an applied project, thus providing them with the opportunity to deal with issues/scenarios that are commonly found in exercise prescription: Such experience improves decision-making, goal-setting, action-planning and organisational skills. The formative self-assessment and student feedback during the oral presentation sessions advances self-awareness and self-evaluation and increases confidence, self-direction and critical thinking, by developing an ability to articulate goals and identify one’s own strengths and weaknesses. In formative assessment you should be able to demonstrate clarity in writing style and advanced verbal skills, as well as effective use of visual aids and competence in oral communication and presentation/defence of research findings

Formative Assessment:

The key learning experience for this module is a behavioural change project. All the module content is aimed at providing students with the theoretical knowledge and practical skills to develop, deliver and monitor a behavioural change intervention to a client who is currently failing to meet the recommend activity levels.

The portfolio is often a new format of assessment for students, so attention will be given to the structure and content in a formative session. In week 6.

Formative feedback is also provided in tutorial sessions through interaction with peers and tutors.

Summative Assessment:

The summative assessment is via two instruments;

1) The presentation of an infographic on a recent health and exercise related piece of research (30%) This will be presented in week 6.

2) The behavioural change portfolio (70%) – students will present a portfolio of behavioural change learning experiences and a 500 word reflective summary. Students may select the contents of the portfolio form a list of options;

Portfolios must contain a reflective summary and at least 4 items from the following list (each with a maximum of 500 words;

1. A critical review of a recent peer reviewed journal article which has used motivational interviewing as part of the behavioural change intervention.
2. An outline of an intake interview / initial assessment for a behavioural change intervention adopting physical activity.
3. A critique of a motivational interviewing session – focussing on the techniques used by the interviewer.
4. A case study review relating the observed behaviour of the client in a behavioural change intervention to a NAMED line of theory.
5. A 2 minute video clip summarising a key aspect of behavioural change theory.
6. A policy document for University outlining the ways in which physical activity can be promoted in the workplace.
7. A theory based (referenced) written response to a client who states that they have no time to be physically active.
8. A critique of the use of wearable technology as a method of increasing physical activity.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activity	Learning & Teaching Activity	NESH (Study Hours)
Face To Face	Lecture	12
Face To Face	Tutorial	6
Independent Learning	Groupwork (Scheduled)	32
Independent Learning	Guided independent study	150
	Total Study Hours	200
	Expected Total Study Hours for Module	200

Assessment
Type of Assessment	Weighting %	LOs covered	Week due	Length in Hours/Words
Oral Presentation	30	1,2,3 & 4	6	HOURS= 0.25, WORDS= 0
Portfolio	70	1,2,3 & 4	13	HOURS= 0, WORDS= 2500
Component 1 subtotal:	30
Component 2 subtotal:	70
Module subtotal:	100

Description of module content:

The module covers an introduction the theory and practice of behavioural change. Students will be introduced to self-determination theory (Deci and Ryan, 1981) Self-efficacy theory, (Bandura, 1997) and the transtheoretical model (Prochaska and Diclemente, 1983) as the theoretical foundations of behavioural change. They will use the applied tools which have been developed from this theoretical stance to assess motivation and design an intervention aimed at supporting a sedentary client through the process of behavioural change to the maintenance of health enhancing physical activity. Students will learn about and apply the principles of motivational interviewing (Rollnick and Miller, 1993) and reflective practice

Learning Outcomes for module:

Upon completion of this module you will be able to
LO1: Critically appraise the main theoretical models explaining motivation in physical activity.
LO2. Critically evaluate the main theories and models of behavioural change.
LO3: Develop competence in, and reflect upon, the use of motivational interviewing as a technique for behavioural change.
LO4: Develop competence in, and reflect upon, the assessment, design and evaluation of a behavioural change intervention for a healthy but sedentary client.

Indicative References and Reading List - URL:

SES10121 Physical Activity & Behavioural Change Project

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