2022/3, Trimester 1, FACE-TO-FACE, Edinburgh Napier University
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Occurrence: | 001 |
Primary mode of delivery: | FACE-TO-FACE |
Location of delivery: | SIGHTHILL |
Partner: | Edinburgh Napier University |
Member of staff responsible for delivering module: | Duncan Mascarenhas |
Module Organiser: | |
Learning, Teaching and Assessment (LTA) Approach: |
The learning and teaching will comprise lead lectures and seminar-type activities for practical sessions. You will be required to debate, present, and evaluate current sport psychology research. Learning outcome one will be addressed through a seminar debate examining the relationship between applied sport psychology and counselling psychology. Learning outcome two will be addressed through a practical role play session. Learning outcome three considers the development application of performance enhancement theory. This will be structured to provide a progression both of theoretical concepts and intervention skills. Formative assessment will be based upon tutor and peer feedback during seminars, and Moodle discussion forums. Learning outcomes four and five will be introduced through lead lectures but practiced and learned as through practise. Course material is also available through POD and VOD cast, thus enabling students to develop a wider range of IT skills. Web based e-learning (Moodle discussion board tools) will be used to facilitate debate and discussion regarding directed readings.
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Formative assessment is presented in seminar work, peer discussion and case study tutorials. Formative feedback is an integral part of the use of case study and simulation exercises with structured debriefing in this module. Students learn in small groups, presenting information about their cases to each other in the form of a professional case meeting. Each case presentation lasts for 15 – 20 minutes and is immediately followed by 15 minutes for reflection and tutor led debriefing and commentary. The tutor and peer debriefing provides immediate feedback on the students’ performance and is constructed as a learning conversation (Denning 2010) to explore the issues that emerged from the case. The students are encouraged to analyse aspects of their performance, including competence in assessment and intervention design skills, application of evidence based practice, situational awareness, team working and problem solving skills. Simulation scenarios therefore provide opportunities for students with different learning styles, especially those who are more responsive to learning by doing, by observing and by reflecting on practice.
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You will have a structured summative assessment; through two assessment points; firstly an oral presentation/assessment of practical work (week 10), supported by a portfolio of evidence; where you will be assessed on two aspects of practical service delivery; firstly the assessment of psychological needs of a client performer [LO1 &2] and secondly on the delivery of an intervention [LO3] (week 12). The second summative assessment is a critical and reflective review of the support service you provided to your client [LO 4 & 5] (week 14).
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Student Activity (Notional Equivalent Study Hours (NESH)) |
Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
Face To Face | Lecture | 10 |
Face To Face | Seminar | 20 |
Online | Guided independent study | 12 |
Independent Learning | Guided independent study | 158 |
| 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 | 10 | HOURS= 00.20, WORDS= 0 |
Oral Assessment | 20 | 3 | 12 | HOURS= 0.10, WORDS= 0 |
Reflective Log | 50 | 4 & 5 | 14 | HOURS= 0, WORDS= 2000 |
Component 1 subtotal: | 50 | |
Component 2 subtotal: | 50 | | | |
Module subtotal: | 100 | | | |