Ucas or Other Admissions Code Northumbria Programme Code




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NORTHUMBRIA UNIVERSITY

UNDERGRADUATE PROGRAMME SPECIFICATION



1.

Programme or Pathway Title, and Award

B.Sc. (Hons) Sport, Exercise and Nutrition




2.
UCAS or Other Admissions Code







3.
Northumbria Programme Code

SEN 1




4.

Mode of Delivery

On Site






Distance Learning






Distance Delivery







5.

Mode of Attendance

Full Time






Sandwich







Part Time







6.

Location of Delivery

Northumbria






Other UK please specify










Overseas please specify







7.

Collaborative Provision if applicable

Franchised







Validated







Joint







Dual













Partner Institution







8.

Date(s) of Approval/ Review

Validated: 25 January 2008, updated 27 February 2009, updated 26 February 2010 validated 29 June 2010, updated 2 March 2012, updated 13 July 2012




9.

QAA Subject Benchmark Group

Hospitality, Leisure, Sport & Tourism;




10.

PSRB accreditation if applicable



















11.

Educational Aims of the Programme Specified in terms of the general intentions of the programme and its distinctive characteristics; these should be consistent with any relevant benchmark and with the Mission of the University.




The application of Sport, Exercise and Nutrition in professional practice involves the translation of knowledge about nutrition, sport, exercise and physical activity, into practical advice for individuals and groups. This requires the integration of scientific knowledge with understanding of human behaviour. In line with the University’s mission statement, this programme has been developed in response to a growing research culture across two Departments with expertise in human nutrition and sport and exercise nutrition (the Department of Sport and Exercise Sciences and the Department of Biology, Food and Nutritional Sciences). The Sport, Exercise and Nutrition programme enables these research experts to deliver highly innovative and research-informed teaching in key disciplines.


Since sport and exercise nutrition is a relatively new profession which has grown out of a demand for suitably qualified individuals to work across sporting, exercise and health domains, the programme aims to provide successful graduates with the skills necessary for work in this constantly evolving domain. Following a foundation in biosciences, the curriculum develops to deliver specialist modules in nutrition, health sciences, sport sciences, food policy and marketing. In addition, a variety of special populations are considered from the elite athlete to clients within a health-based setting.


In terms of professional accrediting bodies, the ‘Exercise Nutrition Alliance’ was recently formed between the British Association of Sport and Exercise Sciences (BASES), the British Dietetic Association (BDA) and the Nutrition Society. A formal accreditation process was subsequently developed for suitably qualified sport and exercise nutritionists to be included on a Sport and Exercise Nutrition Register (SENr). The BSc (Hons) Sport, Exercise and Nutrition programme aims to produce graduates with the scientific knowledge competencies detailed in the SENr. Graduates from this programme will be eligible to apply for Graduate Registration as a Sport and Exercise Nutritionist, through the SENr.


It should be noted that specialist sport and exercise nutrition is relatively embryonic in its development as a profession. The present programme offers this route as one of its many potential career outcomes and graduates may opt to pursue a career in sport and exercise nutrition (practice or research) via further postgraduate study and experience. Indeed, graduates will demonstrate a critical understanding of the processes and practices that are central to a variety of professions across sport, exercise and nutrition, such as health and exercise science, exercise and health promotion, sport science support, and work within the food industry. The programme is designed to provide an academically and vocationally relevant curriculum that will stimulate students to become active learners, question existing practice and develop effective evaluative skills.


The programme therefore aims to provide students with:


  • Knowledge of key bioscience disciplines

  • Scientific knowledge of nutrition and physiology for sport, exercise and health

  • Professional competencies relevant to professional application

  • A foundation for further study or applied work leading towards full registration as a Sport and Exercise Nutritionist.







12.

How Students are Supported in their Learning/Employability/Career Development eg curriculum design, personal development plans, placements, fieldwork, practical projects.





During induction, students are introduced to the programme, administrative procedures and support services available within the two Departments and the University. Each student is allocated a guidance tutor from within the Sport and Exercise Sciences Department to support them on a personal basis via a structured tutorial process. Guidance tutorials are regularly scheduled for all students, and staff indicate their weekly availability for tutorials by placing a list outside their doors. A dedicated Sport, Exercise and Nutrition representative from the Applied Biosciences Discipline is also available to the students and scheduled group tutorials take place at least once per semester. The Progress File process encourages students to reflect on their experiences, identify strengths and weaknesses, and set personal goals for the forthcoming portion of their academic programme. This is particularly important for professional development of the student, both in terms of the academic experience but also in the context of long-term career development in the fields of sport, exercise and nutrition.


The curriculum is designed to become progressively challenging across the 3 years of the programme. At level 4, students study life sciences modules and are introduced to laboratory skills and practices in order to prepare them for the applied study of exercise physiology and nutrition at levels 5 and 6. Throughout level 5 the emphasis is on the development of a range of practical competencies. These competencies are then employed at level 6 with a focus on specialist intervention. The taught programme involves increasing levels of depth and complexity, requiring synthesis and critical evaluation of material as students’ learning patterns become increasingly independent.


Students are supported in their personal and professional development by the Progress File system and within modules such as ‘Skills for Applied Scientists’, ‘Applied Sport and Exercise Nutrition’ and ‘Investigative Sport and Exercise Nutrition’. In addition, many of the assessments within modules provide students with the opportunity to address real-life problem scenarios on a variety of levels, from individual to epidemiological.


Careers support is built in across the three years of the programme and students are encouraged to begin career planning at an early stage. Students are provided with details of the range of career opportunities in sport, exercise and nutritional sciences and also given advice on career planning during Academic Development weeks. Specifically, students benefit from visiting lecturers, exercises requiring reflection on strengths and weaknesses, links with the Careers and Employability Service, opportunities for liaison with outside organisations, and specific sessions related to career skills such as CV writing. Students are also informed about careers relevant to their field of study during lectures and relevant professional body websites are identified, with students encouraged to check these regularly. An optional 20 credit vocational module is available to students at level 6 if they wish to develop key skills outside of the academic environment and potentially enhance employability potential. Students are kept updated on the professional development of sport and exercise nutrition, sport science, and health and exercise science as disciplines, and changes are made to the programme as deemed appropriate.



13.
Learning Outcomes of Programme Specified in terms of performance capabilities to be shown on completion of the programme/pathway. Please identify numerically to correspond to the map of learning outcomes in section 18.



  1. Knowledge and Understanding

By the end of the programme students will be able to:







  1. Demonstrate a critical knowledge of the central concepts within human biosciences

  2. Critically evaluate key concepts within nutrition for sport, exercise and health

  3. Demonstrate a critical knowledge of key concepts within the sport and exercise sciences

  4. Develop a critical awareness of contemporary issues in food policy and the marketing of foods and nutritional products

  5. Demonstrate a knowledge of evaluative practice and research paradigms, including methods of acquiring, analysing and interpreting data collected through their own research

  6. Develop competencies relevant to professional application






  1. Intellectual Skills

By the end of the programme students will be able to:







  1. Show evidence based reasoning

  2. Critically evaluate and assess central paradigms and concepts

  3. Apply knowledge to the solution of familiar and unfamiliar problems

  4. Competently initiate, design, conduct, analyse and report empirical data collected from a study completed under supervision.

  5. Identify measurement error during practical work

  6. Take responsibility for their own learning and professional development.







  1. Practical Skills

By the end of the programme students will be able to:







  1. Use a range of laboratory techniques within the study of human biosciences

  2. Use a range of laboratory techniques to assess a sport performer within physiology of sport and exercise

  3. Select and implement appropriate laboratory techniques to assess a client within physiology of exercise and health

  4. Use a range of assessment tools to assess diet and nutrition of a client within a health, exercise and sports domain

  5. Demonstrate an awareness of safety and risk assessment both within the laboratory and field based testing including the BASES Code of Conduct.

  6. Use a range of research skills and equipment to collect empirical data.







  1. Transferable/Key Skills

By the end of the programme students will be able to:







  1. Demonstrate effective communication and presentation skills

  2. Interpret and use numerical information

  3. Use information technology effectively

  4. Demonstrate systematic problem solving skills

  5. Display sensitivity to interpersonal factors in team work

  6. Plan and manage their own learning

  7. Self-appraise and reflect on practice







14.

Learning, Teaching and Assessment Strategy Specified to enable learners to achieve and demonstrate the above learning outcomes.





The programme and student experiences are designed to facilitate the transition from dependent to independent learning. This is reflected in the progressive nature of the learning, teaching and assessment strategy.


Overall the programme is designed to ensure alignment of learning outcomes, delivery methods and assessment practice. Each module descriptor explicitly states the link between learning outcomes and the assessment of the outcomes. The delivery methods are diverse and include lectures, presentations by professionals in the field, seminars, laboratory practicals and workshops. These are supported by the use of an e-learning software system (Blackboard). Lectures provide the basic conceptual framework, drawing attention to important and controversial issues in order to stimulate student interest. Seminars, laboratory practicals and workshops offer a forum for a wide variety of activities such as designing experiments, familiarisation with specialist equipment, development of IT skills, interpretation of data, discussion and critique of research papers, case study scenarios, and the general discussion of academic and ethical issues.


Assessment, in addition to the successful achievement of the appropriate award, is seen as an essential contribution to the education of the student. Assessment is used to monitor progress, measure attainment, maintain standards, and determine progression and award grades to student performance. In accordance with the University mission the assessment is student-centred serving to motivate, promote learning and enable the students to gauge their progress. Assessment methods are designed as an integral part of the learning process and are seen as an essential contribution to the education of the student.


The programme incorporates a wide variety of assessment methods enabling the ways in which student achievement is measured and evaluated to be appropriate to the learning outcomes of each module. Appropriate techniques are chosen to fit the subject and context of the students involved. The range of assessment methods includes: examinations, practical reports, article critiques (often for formative assessment purposes), literature reviews, lab books, case studies, poster presentations, in-class and group assessments, computer-based assessment, a compendium of documentary evidence and a final year research dissertation. Student achievement is assessed through reference to a generic grade descriptor which is detailed in the student handbook.


Level 4

It is presumed that students arrive as predominantly dependent learners. The first year provides a foundation of trans-disciplinary knowledge across the biosciences, behavioural nutrition and sport and exercise disciplines (specifically, sport, health and psychology). There is an opportunity for students to develop an awareness of their own learning styles within a variety of contexts. In general, students are provided with comprehensive study materials that help to structure directed learning and initiate the development of skills necessary for independent learning. Delivery is predominantly via lectures, seminars and laboratory practicals but students also experience a variety of learning opportunities. Provision of in-class tests and assessments at this level ensure that students are aware of what is required of them for successful progression to level 5. Examinations are strategically placed to emphasise the importance of knowledge development in key science disciplines. Again, this is necessary not only for successful progression on the programme, but also in preparation for application of theory into practice in later modules.


Level 5

At this level the programme aims to provide more specialist knowledge and encourages students to take greater responsibility for their learning. Modules aim to draw together the foundation material studied at level 4, further advance this knowledge and apply it to a range of sport and exercise nutrition perspectives. Biochemical theory from level 4 is applied to the study of metabolic processes, nutrition for sport and exercise, and physiological assessment techniques for sport and health. Mental health issues and psychological approaches to behaviour change are also evaluated. Contemporary issues in food marketing strategies are examined and the relevance of recent legislation is emphasised throughout the programme. Students are also introduced to specific research tools within this level and begin the process of critical inquiry and evaluation during taught and directed learning sessions. Throughout the year there is a large focus on assimilation of key concepts and where appropriate the development of links between theory and real world application. The general lecture/seminar and laboratory practical format is maintained but within seminars and laboratory practicals students are expected to collate, analyse and present information. The tasks are less directed and allow the students more autonomy in directing their own learning. There is a move away from a reliance on key texts towards the use of a broader range of learning materials such as journal articles. The assessment strategy at level 5 takes a similar approach, with fewer class-based tasks and a greater emphasis on the independent assessment. Specific forms of assessment include laboratory reports and poster presentations, as well as the more traditional end of semester exam.


Level 6

In the final year of the programme the emphasis is on the students as independent learners. Throughout this level students engage with more complex issues that are both theoretically based but reflect a real world application. Modules focus on intervention within the sport and nutrition domains. Critical evaluation, synthesis and application of knowledge are key underpinning principles and sustained independent learning is demonstrated through the production of a dissertation. Students will pursue the existing dissertation module (40 credits) within the Department of Sport and Exercise Sciences. This module is currently taken by students on all Sport and Exercise-owned programmes. Noteworthy is the requirement for the dissertation to be focussed within Sport and Exercise Nutrition. Provision of this module by the Department of Sport and Exercise Sciences will facilitate access to facilities and specialist knowledge pertaining to human performance. At this level there are fewer contact hours through lecture/seminars/laboratory practicals to allow students time to pursue their independent studies. In addition, a more discursive approach is taken to engage students in tackling complex issues requiring the synthesis and evaluation of information.









15.

Programme Structure Diagrams can also be used to demonstrate the structure.







Programme Structure Refer if necessary to appended diagrams
Progression for Honours Programme





Level 4

Core modules 120 credits

SP0408 Fundamentals of Psychology (20 credits)

SP0405 Current Perspectives in Sport and Health (20 credits)

CH0612 Nutrition, Diet and Behaviour (20 credits)

CH0609 Skills for Applied Scientists (20 credits)

CH0287 Food Hygiene (10 credits)

CH0551 Principles of Biochemistry (10 credits)

CH0044 Chemistry for Life Sciences (10 credits)

CH0042 Human Physiology and Anatomy (10 credits)


Progression point at level 4: 120 credits


Certificate in Higher Education awarded for 120 credits.

















Level 5


Core Modules (120 credits)

SP0516 Physiological Assessment in Sport, Exercise and Health (20 credits)

SP0509 Introduction to Performance Analysis (10 credits)

SP0517 Principles of Strength and Conditioning (10 credits)

CH0117 Applied Nutrition (10 credits)

CH0577 Metabolic Biochemistry (10 credits)

SP0534 Applied Sport and Exercise Nutrition (20 credits)

CH0622 Research Methods (20 credits)

CH0639 Food Marketing Strategies (20 credits)


Progression point at level 5: 120 credits at level 5.


Diploma in Higher Education awarded for 240 credits.

















Level 6


Core Modules (80 credits)

SP0680 Dissertation (40 credits)

CH0943 Investigative Sport and Exercise Nutrition (20 credits)

Core Option Modules (minimum 40 credits)

CH0906 Food Policy and Issues (20 credits)

SP0***Health Promotion and Clinical Issues in Sport, Exercise and Health (20 credits)

SP0607 Physiological Basis of Training Programme Design (20 credits)

SP0606 Paediatric Sport and Exercise Science (20 credits)

Options (20 credits OR 20 credits from remaining core options)

TE0674 Students into Schools (20 credits)

SP0605 Sport and Exercise Science Placement (20 credits)

SM0375 Graduate Enterprise (20 credits)


Honours Degree awarded for total of 360 credits, including a minimum of 120 at level 5 and 120 at level 4.


















16.

Interim Awards Credit Structure and Programme Learning Outcomes for Interim Awards. Please delete or add rows as appropriate, with reference to section 8 of the Assessment Regulations for Northumbria Awards and specify learning outcomes for each of the interim awards.




Award
Credit Structure

Programme Learning Outcomes

Students will be able to:-




Certificate of Higher Education


120 credits.

Knowledge & Understanding

  • Demonstrate knowledge of the central concepts within human biosciences

  • Demonstrate knowledge of nutrition relevant to sport, exercise and health

  • Demonstrate Knowledge of current perspectives in health and sport through academic study

  • Use fundamental concepts of psychology in relation to sport and exercise

  • A6

Intellectual Skills

  • Discuss central paradigms and concepts

  • Conduct, analyse and report empirical data collected from a study completed under supervision

  • B1 B3 B5 B6

Practical Skills

  • Use a range of different approaches to solving problems related to sport science

  • Demonstrate an awareness of safety and risk assessment within the laboratory

  • C1 C6

Transferable Skills

  • D1 D2 D3 D4 D6 D7


NB all LOs are appropriate to the level of study completed.




Diploma of Higher Education



240 credits. Max 120 at level 4; 120 at level 5.

Knowledge & Understanding

  • Demonstrate knowledge of the central concepts within human biosciences

  • Demonstrate knowledge of nutrition relevant to sport, exercise and health

  • Demonstrate knowledge of key concepts within the sport and exercise sciences

  • Evaluate contemporary issues in food policy and the marketing of foods and nutritional products

  • A5, A6

Intellectual Skills

  • Evaluate and assess central paradigms and concepts

  • Conduct, analyse and report empirical data collected from a study completed under supervision

  • B1 B3 B5 B6

Practical Skills

  • C1 C2 C3 C4 C5 C6

Transferable Skills

  • D1 D2 D3 D4 D5 D6 D7


NB all LOs are appropriate to the level of study completed.







17.
Variation From Assessment Regulations Provide details of any approved variations from the standard University regulations.




Nil







18.
Mapping of Learning Outcomes




This section shows how the individual modules (with module learning outcomes as written in the module descriptor) together contribute to programme learning outcomes. It should be presented as a matrix of programme learning outcomes (as identified numerically in section 13), against modules. Where a module contributes to a programme learning outcome it should be flagged. The matrix will show how some learning outcomes are developed at particular stages in the programme, while others may be developed through the three levels.

Note: The symbols indicate where students undertake work that makes a significant contribution to the attainment of the programme learning outcomes. Whilst it is unlikely that students will achieve the final programme learning outcome at levels 4 and 5, some of the formative work will provide the platform to progress towards the ultimate achievement of the stated learning outcome.
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