MA Physical Education
2014/15 Postgraduate Students
Award title
MA Physical Education
Programme code(s)
MPHYE
Faculty
Carnegie Faculty
School
School of Sport
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Our Student Charter
Our Student Charter outlines what you can expect from Leeds Beckett University during your time here, as well as what you should do to get the most out of your studies. Our Charter was developed by our University and the Students’ Union together. It is summarised here:
Your University’s commitments to you
To help you get the most out of your University experience we aim to: • Provide high standards of learning and teaching
• Offer a flexible and relevant curriculum
• Provide a supportive, inclusive and welcoming environment • Prepare you for employment and lifelong learning
• Deliver responsive customer service
Your Students’ Union’s commitments to you
To help you get the most out of your University experience we aim to: • Represent students on and off campus
• Be open, democratic and fair to all
• Assist students with academic and welfare issues • Support active student engagement
Your commitments to us
To get the most out of your University experience you should: • Take an active part in your learning
• Give us feedback and information
• Seek support and advice when you need it • Act responsibly
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Our Student Entitlements
As a full-time or part-time campus-based student you are entitled to:
1. Access online learning materials and resources for every module through a virtual learning environment and have access to the resources and information of an up to date library.
2. Opportunities for on-going feedback on your work and progress towards your assessments in every year of your course.
3. Participate in a course induction, which will be provided at the beginning of each year of your course.
4. A meeting with your personal tutor once per semester. [All new students will be invited to a meeting with their personal tutor within four weeks of the start of their studies].
5. A course that has been informed in its development by external stakeholders, (e.g. employers, professional bodies).
6. Participate in Personal Development Planning within the context of your course.
7. Have the opportunity to engage in embedded activities within your course which develop and enhance your employability and lifelong learning.
8. Receive clear dates at the beginning of each module about your assessment, submission dates, when and how you receive formative feedback on assessment during every module, and how you will receive feedback on marked assessments within the 4 week feedback period.
9. Receive clear and easy to understand information about your course and the services available to you.
10. Be engaged, via your course student representative, in your course review, evaluation and development processes.
11. Have your questions to our University’s services responded to within the advertised timescales in our corporate service standards.
12. Normally be given your course timetable no later than four weeks before the beginning of each semester.
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Contents
1 Welcome to the Course ... 5
2 Studying on this Course ... 9
3 Assessment and Feedback ... 13
4 Where to get help ... 18
5 What to do if you… ... 20
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1 Welcome to the Course
1.1 Message from the DeanIt gives me great pleasure to welcome you to Carnegie Faculty.
I speak for all the staff when I say we trust you find our faculty and, indeed, the whole university a place of great opportunity, potential and growth for you as a student. We hope to see you not only grow academically, through your lectures, tutorials and assignments, but also see you develop as a person through all the other amazing activities that take place at Leeds Beckett University.
There are chances to take part in a wide variety of extra-curricular activities; from joining Students’ Union societies, work placement experiences, volunteering opportunities both in the UK and abroad, studying another language, representing your university in a sports team, or taking work opportunities through the Job Shop. All will help build your CV. So remember to use your time at university wisely, as the few years you are here will seem to go very fast when you look back on them. Make great new friends, learn a lot, grow as a person, be proud of your accomplishments and rise to all the opportunities and challenges that life as a Carnegie student will offer you.
Professor Andrew Slade Deputy Vice Chancellor
1.2 Message from your Course Leader
Welcome to Leeds Beckett University and the Carnegie Faculty. In particular, welcome to the MA in Physical Education. We are delighted you have chosen to study our course.
This handbook provides you with information that you will need to succeed on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. You will also receive a module handbook for each module you study on your course.
The course team is looking forward to working with you this year and we hope that your time studying with us at Leeds Beckett University is both enjoyable and successful.
On behalf of our University and the whole course team I would like to wish you well in your studies.
Dr Thomas Quarmby Course Leader
6 Academic Calendar
Our standard student calendar is summarised below:
w/c Monday Student Calendar
22.09.14 Student Welcome & Induction Week 29.09.14 Semester 1 Teaching Starts
06.10.14 13.10.14 20.10.14 27.10.14 03.11.14 10.11.14 17.11.14 24.11.14 01.12.14 08.12.14 15.12.14 22.12.14 Christmas Break
29.12.14 Bank Holiday / Christmas Break 05.01.15 Christmas Break
12.01.15 Formal examinations period 19.01.15 Formal examinations period
26.01.15 Futures Fest / Welcome / Refreshers 02.02.15 Semester 2 Teaching Starts
09.02.15 16.02.15 23.02.15 02.03.15 09.03.15 16.03.15 23.03.15 30.03.15 Easter Break 06.04.15 Bank Holidays 13.04.15 20.04.15 27.04.15 04.05.15 Bank Holiday 04.05.15 11.05.15 Formal examinations period 18.05.15 Formal examinations period 25.05.15 Bank Holiday 25.05.15
7 Full details of this and future standard student calendars are at: https://www.leedsmet.ac.uk/studenthub/calendars.htm.
Once you have enrolled, you will have a student login. You can then find confirmation of your personal timetable by selecting the appropriate link after logging in on the Student Hub web page from: http://www.leedsmet.ac.uk.
1.3 Key Contacts
Course Leader: Dr Thomas Quarmby
Your course leader is Dr Thomas Quarmby, the key contact person for academic and pastoral care and support. The usual methods of contacting the course leader is through your university email account or, if advised, by signing up for a tutorial on their notice board outside their office. Messages may be sent to you via your student email address or through the module on MyBeckett.
Course Leader email address: [email protected] Course Leader telephone number: 0113 812 4703
Personal Tutor: Dr Thomas Quarmby
Whilst on the MA Physical Education, all students will be supported by a wide range of academic and support staff many of whom you will meet during your Course Induction (see Appendix A for biographies of the core course team). Your first point of contact for any issues relating to an individual module should be the module leader. The contact details for the module leader will be available in the module handbook. Each module handbook will be available online on MyBeckett.
In addition, you will also be allocated a personal tutor. At postgraduate level, personal tutoring is provided by the dissertation supervisor who will provide both academic and pastoral support. They will be available to discuss any issues you may be having while at university and can answer questions regarding further study or future careers, study skills and offer academic guidance. Until you are assigned a dissertation supervisor, you should contact the course leader.
Finally, your Course Administration Team supports the course and help to track and record student programmes, admissions and grades. You should contact the course administration team if you wish to apply for an extension or submit a request for mitigation.
Student Liaison Officer
Student Liaison Officers (SLOs) are here to support you throughout your time studying at the University. Whether it is a personal problem or an academic issue, SLO’s are here to make sure you have access to and are aware of the support opportunities and services our
8 Carnegie SLO – Nikki Hutchinson
http://www.leedsmet.ac.uk/students/student-liaison-officers-slos.htm
Course Rep
Contact details for your course rep are at: http://www.leedsmetsu.co.uk/whoismyrep Details about being a course rep are available at http://www.leedsmetsu.co.uk/getting-involved#course-reps
Student Administrators:
Denise Murtagh and Sue Szekely, Fairfax G19, 0113 29381/23569
Course Administration Team:
Academic Librarian:
Erin Nephin, JG 134 e-mail contact is [email protected]
1.4 Keeping in Touch
Academic and administrative staff at our University use your student email address to contact you. It is important that you check this account regularly. You can forward emails from your student email address to a preferred personal email address. However quarantine and spam filters needed by our University mean that emails sent from external email addresses may be delayed, blocked or deleted. It is therefore important that your student email address is the only email address that you use to contact University staff. You can find how to forward your student email address to a preferred personal email address or mobile device from: https://support.google.com/mail.
We will inform you of cancelled classes / activities / course notices as soon as possible. Please monitor X Stream and your student e-mail address for announcements For each module, the module handbook will include the preferred method of communicating general information about that module to you.
Please make sure that you inform your course admin team whenever you change your address and contact details. It is important that you also update your records yourself. To do this, select the appropriate link from the My Account tab after logging in from the Student Hub at: http://www.leedsmet.ac.uk. This will ensure we can always contact you in an emergency, and that you receive any important University communications that we may need to send you.
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2 Studying on this Course
2.1 Programme SpecificationThe programme specification is a concise description of your course's aims and objectives and how you will be taught and assessed to achieve the required learning outcomes. It includes information on course structure and the maintenance of academic standards.
Course Structure
The course structure outlines the core and elective modules that will be delivered on this course. The MA Physical Education consists of 9 x 20 credit modules: three core modules, a research methods module, two elective modules and the major independent study (worth 60 credits):
Course Structure (Full Time Study Pattern)
Semester 1 Core (Y) Semester 2 Core (Y) Diversity and Discrimination Y Understanding Young People’s
experiences of PE
Y
Curriculum, pedagogy and practice in Physical Education and Youth Sport
Y Elective 2
Research Methods Y
Elective 1
Semester 3
Major Independent Study Y Major Independent Study Y
Course Structure (Part Time Study Pattern)
Year One, Semester 1 Core (Y) Year One, Semester 2 Core (Y) Diversity and Discrimination Y Understanding Young People’s
experiences of PE
Y
Curriculum, pedagogy and practice in Physical Education and Youth Sport
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Year Two, Semester 1 Core (Y) Year Two, Semester 2 Core (Y)
Research Methods Y Major Independent Study (or
Elective 1)
Y
Elective 2 Major Independent Study
Year 2, Semester 3
Major Independent Study Y
The two electives are chosen from the following, subject to availability and viability. Exceptionally, students may make a case to select a module from elsewhere in the Schools of Sport or Education and Childhood masters portfolio, where appropriate and approved by the relevant course leader. The elective provision for the MA Physical Education is:
Semester One:
Innovations in Physical Education
Sport Injury and Liability (Sport Management Academic Group)
Student Negotiated Learning (Sport Management Academic Group)
Outdoor and Adventurous Education
Semester Two:
Professional Values and Practice (School of Education)
Optimising Learning and Development
Student Negotiated Learning (Sport Management Academic Group)
Health Promotion in children and families (School of Education)
Course Learning Outcomes
All courses benchmarked against the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ). The FHEQ can be viewed on the Quality Assurance Agency website: www.qaa.ac.uk.
The Course Learning Outcomes are detailed below:
1. Demonstrate a critical awareness of a range of theoretical and empirical research within physical education and sport.
2. Demonstrate an understanding of, and ability to apply, key concepts and selected theoretical frameworks to explore contemporary issues and concerns within physical education and sport.
11 3. Develop a reflexive approach and critically apply research methods, problem solving
and ethical approval processes to a topic within physical education and sport.
4. Demonstrate independence and originality in approaching and undertaking a major independent research study in physical education and sport.
5. Demonstrate a critical appreciation of the work of key professionals in physical education sport and related employment contexts.
2.2 Course Resources
Students will have access to a range of physical resources that include high quality learning spaces such as classrooms and lecture theatres on the Headingley Campus. Students also have ease of access to sporting facilities for practical sessions. Students will also make use of the Headingley Campus Library and the online facilities.
The course uses the VLE and wider online community to support, enhance and link face to face with online materials and to provide a space for students to communicate with each other and the course team. Students are introduced to the VLE in induction week. Modules will use the VLE and online delivery in a variety of ways which may include:
A repository for teaching materials to support face to face delivery which may include module handbooks, lecture slides, work books, multimedia elements, reusable learning objects, digitised readings and work sheets
Electronic submission of assignments using the VLE via formative Turn-It-In drafts and summative submissions.
Synchronous and asynchronous interactions online such as FAQs, discussion boards and chat rooms to support student learning outside of the classroom and to enable students to support each other and establish a course ‘community’.
Conducting online formative assessments
Monitoring student engagement through level of engagement in online activities and usage statistics
Providing formative and summative feedback to students on an individual or group level in a selection of formats including electronic and audio feedback
Blended Learning is evident in the major independent study, where, after initial sessions, students engage with their tutor though various means, including on line during the progression and completion of the study.
2.3 Skills you will Gain during the Course Skills Developed
The course provides opportunities for critical engagement with advanced knowledge, understanding and skills within Physical Education. Specifically, the skills developed in this course include:
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Communications skills
Problem solving skills
Knowledge and understanding of Physical Education
Critical thinking skills
Data analysis and interpretation
Independent learning skills
Research skills
Synthesis and evaluation
Additional Activities / Recognition
You will have opportunities to gain recognition during your time at Leeds Beckett University for the extra activities you do in addition to your studies, including volunteering, student societies, playing in our University sports teams and being a student academic representative.
2.4 Opportunities for Graduates
Students have access to university careers support in taught sessions around ‘job-hunting with my post-graduate degree’ as well as access to a range of on-line materials on writing CVs, applying for jobs, writing letters of application, collating and communicating key skills etc. on www.leedsmet.ac.uk/careers
Students come from or move onto, a range of employability or professional contexts. These include:
Teaching
PGCE and Schools Direct pre-service teaching awards
Post Graduate research for example: MA by Research, MPhil, PhD
Further Education lecturing
Working in sport governing bodies
Local Authorities, Leisure and Sport or charities
Internships with charities, sport corporations Value-added elements of the course include:
Access to research active staff applying research to policy and practice in the workplace
Opportunity to tailor their own programme of study through accessing a range of electives from across the appropriate Carnegie suite of masters.
Context specific advice and support on applying for external PhD posts/bursaries etc.
Engagement with professionals from different PE/youth sport contexts through modules, and /or university events/lectures
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2.5 External Examiner
The external examiner assures that you are assessed fairly in relation to other students on the same course and also the standard of your own award in relation to students in other higher education institutions nationally on similar courses.
The details of the external examiner for this course are as follows: • Mr Matthew Reeves
• Senior Lecturer in Sport Pedagogy & Development • Liverpool John Moores University
Your Student Administrator can provide details of the External Examiner’s report on request. Further details on all External Examiners report can be located here: http://www.leedsmet.ac.uk/studenthub/external-examiners-reports.htm.
3 Assessment and Feedback
3.1 AssessmentAssessment Strategy
The range of assessments on the course goes beyond essays and includes poster and conference presentations, literature reviews, in-class tests, analysis of personal reflections, reports.
All modules have a significant, cyclical degree of formative feedback and development of context specific academic writing support which has consistently received very positive feedback from students and comments from external examiners and approval panels.
University Assessment Regulations
Our University’s assessment regulations are contained within the Academic Principles and Regulations (sections C3 and C4 in particular). The regulations are available at: http://www.leedsmet.ac.uk/about/student-regulations.htm.
Assessment Schedule
Please note the exam/assessment periods in the academic calendar (see Section 1) and make sure that you are available during that period.
Examination
Your examination timetable will be made available to you via My Beckett and on your personal timetable.
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Coursework
Your coursework schedule can be found in your module handbook, normally along with any reassessment coursework and schedule.
Submitting Assignments
The handing in of completed assessment will be in accordance with agreed Faculty submission procedures. In all but exceptional cases these should be via the faculty receptions and/or Turn-it-in where specified.
Normally assignments should be handed in to the faculty receptions via designated assignment post boxes. All hand-in dates will be advised in the module handbooks and will be between Monday and Thursday each week.
Assignment post boxes will be emptied periodically by the Receptionist/Student Administrator who will record receipt of work on the appropriate class list. This will take place at least once each day in accordance with hand-in deadlines.
Students have a responsibility to abide by the required presentation and submission requirements for assessment. This should include the preparation of the formal assignment hand-in form for all coursework submissions. Copies will be available for students at the point of submission and via MyBeckett.
All assignments will be logged within the faculty. Receipts will not be given. You are expected to keep a copy of your work.
Academic staff will not take assessment submissions and will direct students to the formal process. In the event of you submitting an assessment other than through the formal procedure, the date of submission will be recorded as the date the assessment is received at reception. Any exceptional agreement for submissions by post should be by recorded delivery to the faculty offices. The process for assessments requiring electronic submission will be detailed in the module handbook.
Student administrators will arrange for return of work and notification of marks to students. In normal circumstances collection will be via the relevant reception and provisional marks notified via MyBeckett or through your Module tutor.
Written feedback provides information about performance, but more importantly, information about how to improve and learn from the assignment. Summative feedback reflects the criteria and marking scheme combined. It provides commentary under each criterion.
You should plan to ensure your availability to meet deadlines for assessment and possible reassessment. Students are advised not to book holidays or time away from the University during this period. Exceptionally arrangements may change or need clarification, for example, specific details of examinations. This will be communicated via the Portal and course notice board.
15 It is important that you keep copies of all work submitted until after you have graduated. In the event of your submitted work being lost you will be required to produce a copy of the work. If you are unable to do so, your mark will be recorded as a non-submission.
3.2 Giving your Feedback about this Course
We are keen to work with you to enhance your course. Opportunities for you to feedback to us formally include: course meetings, end of module evaluation, mid module review, internal student experience surveys, course rep forums and student surveys. Informal feedback is also welcome at any time either via your personal or module tutor or via your course rep.
3.3 What Happens with your Feedback about this Course?
Your feedback helps us to continually enhance this course. You can find out what actions have been taken in response to your feedback through your course rep, the Students’ Union, your tutors or through the library. Your Faculty also provides updates on action taken through the “Like it” and “You Said, We Did” posters prominently displayed around our University.
3.4 Getting Feedback on your Assessed Work
Our University has committed to a four week turnaround for feedback. Each module handbook will provide you with specific guidelines on the turnaround for feedback.
Formative and Summative feedback will be used as an integral part of the teaching and learning strategy on the course. Summative feedback will be provided as soon as possible but no later than four weeks after the assessment deadline.
Module leaders will identify in module handbooks the individual feedback strategy which will include the type of feedback to be provided and the time frame for this feedback. Where possible modules will include peer feedback to enhance the student learning on the module and provide more instant feedback on the assessment.
Students may receive the following types of feedback within the course:
Group verbal feedback and group generic written feedback via e-mail or posted on VLE
Individual audio feedback or individual annotation on scripts
Individual comment sheets or individual verbal feedback with tutor
Peer written feedback or peer verbal feedback
3.5 How do I Get my Results?
Provisional results in most cases will be made available through MyBeckett. These results are not final and are subject to change following scrutinisation by the External Examiner.
16 Confirmed results from module assessments and decisions on progression to the next level or awards (if you are in the final level) are available on the Results Online system from: www.leedsmet.ac.uk/studenthub/results-online.htm.
Results will only appear within Results Online five working days after the date of the Board of Examiners’ meeting (the meeting where your end of year outcome will be decided) or the Examination Committee meeting (the meeting where modular outcomes are decided). If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Student Administrator.
3.6 Issues with Assessment
Extenuating Circumstances and Mitigation
If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating circumstances'), then you can apply for mitigation. The University operates a fit to sit / fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so.
You can collect an extenuating circumstances form from your student admin office, your Student Liaison Officer or you can print one via the hub web pages. Completed forms along with appropriate evidence must be submitted to your student admin office within the timescales given in the guidance. Late submissions will normally be rejected. Outcomes from the mitigation panels, which are held once a month, will be e-mailed to you via your student e-mail account.
Examples of extenuating circumstances include personal or family illness, bereavement, family problems or being a victim of crime. Further guidance on extenuating circumstances and mitigation can be found at: http://www.leedsmet.ac.uk/studenthub/mitigation.htm.
Late Submission
Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. These range from 5% to 100% of the possible total mark, depending on the number of days late. Full details (section C1.5) of the penalties for late submission of course work are available at: http://www.leedsmet.ac.uk/about/academic-regulations.htm.
Re-assessment
If you have not passed a module at the first attempt you will be eligible for re-assessment. You will need to make sure you are aware of the relevant re-assessment process (e.g. whether it is coursework, an examination, a presentation or other form of assessment / when it will take place / what the deadline is).
17 Reassessment details can be found in your module handbook along with the date for resubmission. You will be advised via Results Online of your options for re-assessment. You are advised to contact your Course Leader, Student Administrator or personal tutor for any necessary clarification.
Student Appeals
If you feel that you have in some way been disadvantaged during your studies and this is reflected in your results, then you may have grounds for an academic appeal.
After your results are available on Results Online you have 15 working days to submit a request for an appeal hearing. You will find the information you need, including grounds for appeal, when and how to appeal and frequently asked questions at: http://www.leedsmet.ac.uk/studenthub/appeals.htm.
You are strongly advised to seek guidance from the Student Union Advice Service on whether you have grounds for an appeal and the completion of the paperwork – see Section 4 for Student Union Advice Service contact details.
Cheating, Plagiarism and other forms of Unfair Practice
Our University wants to give you credit for your learning and for work which you have done yourself. Academic misconduct occurs when you have not done the work yourself.
Academic misconduct can take many forms and may be intentional or unintentional. The different forms may include: cheating, plagiarism and other forms of unfair practice. Plagiarism includes ‘self-plagiarism’ where a student submits work for credit that they have already received credit for either in this University or anywhere else. Plagiarism also includes a lack of ‘in-text’ referencing. Unfair practice includes collusion, ghost writing and falsification of data.
To help you understand very clearly what is and is not permitted and how to use other people’s ideas in your assessed work, it is strongly recommended that you familiarise yourself with The Little Book of Cheating, Plagiarism and Unfair Practice, available from the Student Hub at: http://www.leedsmet.ac.uk/studenthub/plagiarism.htm.
The serious consequences of plagiarism and other types of unfair practice are detailed in section C9 of the Academic Regulations at: http://www.leedsmet.ac.uk/about/academic-regulations.htm.
If you are unsure on how to reference your work correctly please seek advice from your tutors or from Skills for Learning (see Section 4).
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4 Where to get help
4.1 Personal tutorsYour personal tutor (see Key contacts in Section 1) will usually be an academic member of staff who teaches you on your course. Your Course Leader will make sure that you are given the name and contact details of your personal tutor at the beginning of each year, usually in your course induction. Normally, your tutor will aim to follow you right through the duration of your course.
Your personal tutor has an important role to play in supporting you in academic and personal matters while you are studying on this course. The meetings will include discussion about career aspirations, your course, your progress, and your academic results. You may want to set objectives for academic and life goals which you can store on your e-portfolio. Personal tutors are not trained counsellors and will signpost you to other University services if they can’t help you. These services may, for example, be the Students’ Union, the counselling service or the student hub.
At the beginning of your course, your tutor will probably initiate communication to set up the meetings at a mutually convenient time, but later in your course it should be your responsibility to set up the meeting. If you ask for information to be kept confidential it will be and a note will be kept securely in your University notes with an indication of who can access the information.
You are entitled to have one meeting per semester with your personal tutor in each year of your course. But your personal tutor may ask you to come to see them more frequently and you should feel free to contact them if you need to see them urgently.
Please see Section 6 for full details of our personal tutor policy.
4.2 Student Hub
If you have any questions about or problems with life at our University, the first place to call, email or pop into is the Student Hub. The team can help with a broad range of enquiries including: funding and money advice, being an international student, disability, counselling and wellbeing support, student cards, accommodation, fee payments, support from the Students’ Union, how to access on-line services, getting help with your CV, preparing for an interview, careers guidance and getting a part-time job. Details of these and other services are available at http://www.leedsmet.ac.uk/studenthub.
There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one also in Campus Central at Headingley. Our telephone number is 0113 812 3000 and our e-mail address is [email protected]. We work closely with Faculties, the Students’ Union, all University Services and external organisations to make sure that if we don’t know the answer to your question we will know who will.
19 You can also use 'my Hub' https://myhub.leedsmet.ac.uk/students/login?ReturnUrl=%2f which is an online resource available 24/7 where you can access information and guidance about a range of services, register and make appointments with Services, register for workshops and employability tutorials, search for job vacancies and use a range of careers resources.
4.3 Disability and Dyslexia Support
Disability Support is available from the Disability and Dyslexia Centre. The Disability Advisers will work with students to ensure support is provided to meet their individual needs: https://www.leedsmet.ac.uk/studenthub/disability-services.htm.
Disabled students can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officers.
4.4 Library Help Academic Librarian
Your academic librarian (see Contacts in Section 1) liaises with your lecturers to ensure physical and electronic information resources for your subject are available. They are available to support you personally and will work with you throughout your time here to help you develop information and digital literacy skills.
Skills for Learning
Skills for Learning provides a wide range of web resources on topics including plagiarism, group skills, research, maths, critical awareness and reflective skills, Harvard referencing, essay writing and time management. For full information and contact details of the
workshop and individual support programme see:
http://skillsforlearning.leedsmet.ac.uk/workshops/index.shtml.
Help and Information Points
If you have any questions about using the library or concerns about IT, such as logging-in, printing or using our various software packages you can get help:
• from the Help and Information Point on the ground floor of each library • online: http://libraryonline.leedsmet.ac.uk/pages/help/email_us • by phone - 0113 812 1000 (including 24/7 IT support).
Library Website
The Library’s website (http://libraryonline.leedsmet.ac.uk) provides access to thousands of resources and information about Library services. You can also access key services via your smart phone or tablet.
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Distance Learners
If you are registered on a distance-learning course, you may be eligible for the Library’s Offsite help and advice. The service offers help with accessing electronic resources, access to other libraries, postal book loans and journal article supply. For details of eligibility and the full range of services provided you can access Offsite at:
http://libraryonline.leedsmet.ac.uk/pages/information_for/offsite_students/.
4.5 Students’ Union Advice Service
The Students’ Union advice service offers free, independent and confidential advice and representation to students. Professional advisers are employed directly by the Students’ Union to represent your interests – even if you are in dispute with our University.
Advice is available on a large number of issues including: academic problems, housing, money health and wellbeing.
Tel: (0113) 812 8408 or e-mail: [email protected].
There are full details of all services available at: http://www.leedsmetsu.co.uk/advice.
5 What to do if you…
5.1 …are absent for more than one day
You must notify your Student Administrator if you are absent for more than one day (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence (see section 3).
International students
Please be aware that our University fully complies with United Kingdom Border Agency policy at all times. There are legal reporting requirements relating to UKBA immigration procedures in the UK for all non-EU students studying in the UK with a Tier 4 student visa. Full attendance is mandatory for all Tier 4 students. For up to date information about visas, immigration issues and other related information, contact the International Student Advice Service at [email protected] for advice and guidance.
Failure to meet Border Agency attendance requirements as required by the terms and conditions of your immigration status could lead to your academic sponsorship being withdrawn and your visa being revoked.
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5.2 …are ill
If you are absent because of illness for more than seven consecutive days (including weekends), you must provide us with a Fit Note.
If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details and any available evidence as soon as possible. Contact your Student Administrator to get a copy of the appropriate extenuating circumstances form.
You can hand in or send a Fit Note to your Student Administrator.
Further information is available in the General Regulations (section 6) at: http://www.leedsmet.ac.uk/about/student-regulations.htm.
5.3 …have a comment, compliment or complaint
We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your course representative or directly with your personal tutor.
If you have a specific complaint about an act or omission of our University, you may be able to make a complaint under the Student Complaints Procedure. In the first instance, you should raise the matter as soon as possible with the member of staff most directly concerned, or with the person who can best resolve it. If this does not resolve the matter, or if the complaint is too serious to be addressed in this way, then you should make a formal complaint in writing. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available online at: http://www.leedsmet.ac.uk/studenthub/complaints.htm.
5.4 …are considering withdrawing from the course
If you are considering withdrawal from your course you should speak to your personal tutor, a member of staff at our Student Hub or the Students’ Union to discuss your reasons. If there is a problem, University or Students’ Union staff may be able to help.
It may be possible to arrange temporary withdrawal from your course and if you decide to withdraw permanently or temporarily, you must complete a withdrawal form. This form must be submitted as soon as possible to your faculty office as withdrawals cannot normally be backdated. For further details see General Student Regulations at: http://www.leedsmet.ac.uk/about/student-regulations.htm.
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6 Relevant Policies
6.1 Student CharterOur University and Students’ Union recently agreed upon the Student Charter which outlines what is expected of students of Leeds Beckett University and what students can expect from our University. The most recent version of our Student Charter is at: http://www.leedsmet.ac.uk/studenthub/student-charter.htm.
6.2 Student Entitlements
Our student entitlements, listed at the front of this handbook, will help to ensure the student charter is embedded as part of our approach to providing a good quality, consistent learning experience for all our full-time and part-time undergraduate students.
You can find the full student entitlements from: http://www.leedsmet.ac.uk/studenthub.
6.3 Personal Tutors
You are entitled to have one meeting per semester with your personal tutor in each year of your course. See Key contacts in Section 1 for details of how to contact your personal tutor. See Section 4 for an overview of the support you can expect from your personal tutor. You can find full details of our personal tutor policy from the Student Hub webpages: http://www.leedsmet.ac.uk/studenthub/.
6.4 Safety, Health and Wellbeing Policy Statement
Our University is committed to providing a vibrant, ethical and sustainable working environment that values wellbeing and diversity. This commitment exists alongside our wider legal and moral obligations to provide a safe and healthy working environment for our staff, students and members of the public who may be affected by our activities. There are further details at https://www.leedsmet.ac.uk/partners/safety-health-and-wellbeing-a-z.htm (see H - Health and Safety Policy – Policy Statement).
Smoking
No smoking is permitted in any of our University buildings, this includes the use of vapour cigarettes (or other similar devices); if you do smoke outside our buildings please make sure that you stand at least five metres way from building entrances and boundaries.
Use of Laptops within our University
If you need to charge your laptop battery, please make sure that the battery charger/lead are undamaged, and only plug it into a designated power socket – if you are unsure of
23 where these are, please ask a member of staff. Please make sure your battery charger cables do not create a trip hazard.
Fire Safety Procedures
Fire information is present on Fire Action Notices displayed in all University buildings. These are normally present in corridors. Please read and follow the instructions.
All fire exit routes are clearly identified. You should familiarise yourself with the location of fire exit routes and fire assembly points for the buildings that you may use in the course of your studies.
If you discover a fire, you should sound the alarm by operating the Fire Alarm Call Point. You should report the circumstances and site of fire using the emergency number 4444 - indicated on the Fire Action Notice.
Do not tackle the fire unless you have been trained to do so. Evacuate the building to the fire assembly point indicated on the Fire Action Notice.
Do not re-enter the building until officially authorised to do so.
On hearing the Fire Alarm, everyone should proceed calmly to the nearest available safe fire exit, as indicated by the green and white fire exit signage. Take appropriate action to assist visitors and mobility-impaired persons or wheelchair users to a safe refuge.
Upon exiting the building, continue on to the fire assembly point so as not to impede the remaining evacuees exiting the building. Evacuation is practised through fire drills. However, you should regard any continuous sounding of the alarm as a fire incident and act accordingly.
Disabled Students
You are expected to declare any disability that would affect your safety in the event of a fire, e.g. hearing impairment or the use of a wheelchair. If you are referred to the Disability Adviser, a Personal Emergency Evacuation Plan (PEEP) will be developed for you as appropriate.
Disabled students must declare their disability, to the University, for it to be taken into consideration. You can find further information about the support available to disabled students studying at our University and contact details on our website: http://www.leedsmet.ac.uk/studenthub/disability-services.htm.
First Aid
First Aid Notices (green and white) are displayed in all University buildings alongside the Fire Action Notices (predominantly blue and white) and alongside, or adjacent to, each First Aid
24 box. First Aid Notices provide all the information you may require to seek and summon assistance.
First Aider contact details can also be obtained from the Student Hub or from Security: City Campus, internal ext. 23154 or Headingley Campus, internal ext. 23165.
Accident and Incident and Reporting
All accidents and incidents and dangerous occurrences, must be reported to, and recorded by University staff. Accident report forms (HS1) are available at faculty reception offices, Security and Student Hubs.
Infectious Disease
Campus-based students who have been diagnosed with a serious infectious disease such as TB, measles, meningitis or chicken pox should notify their Course Leader or administrator as soon as possible giving information regarding which groups of students (and/or colleagues and clients on placements) you have been in contact with and when. For diseases such as TB or meningitis, the West Yorkshire Health Protection Team may also wish to speak to you (or your family) to determine if others require screening or medication. You should follow advice given by the hospital or your GP about when it is safe to return to University.
6.5 Student E-mail Guidance
This document has been written to help you construct formal e-mails to staff, fellow students and external agencies. The University policy for staff response timeframes to your e-mails and how you may manage this is also outlined. You must use your university e-mail
account as your means of communicating with staff and fellow students on the course. Writing your e-mail
E-mails should be written in a polite and formal manner when communicating with staff and external agencies. You can use the following guidance to help you construct a professional e-mail.
Subject line
All e-mails should include a subject line outlining the content of the e-mail. This enables staff to quickly sift through e-mails and respond to those which may be urgent. For example if your mail is module related then this should be included in the subject line. If your e-mail is personal then please start the subject line with personal, followed by a brief description of the content of the e-mail.
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Font style
In accordance with the Equality Act 2010 and the University Equality and Diversity Policy, e-mails should be pre-set in an accessible format i.e. one of Comic Sans, Arial or Verdana and at a minimum of font 12.
Appropriate salutation
Use Dear or Hi (name). Do not use less formal greetings such as “mate”.
Body of text
You should write in plain English, being precise and to the point. Do not use text language. Short mails that are to the point and present the facts are much better than lengthy e-mails. You need to construct your e-mail to ensure that they are polite and request help support etc. rather than demanding help or feedback.
Appropriate sign off
You need to conclude your e-mail with — Appropriate sign-off (e.g., “Regards/Best Wishes/Thanks”). It is important that you include your full name, student number, course name and level to ensure that a more personal response can be written.
Getting a response
When e-mailing staff in regards to course matters the university policy is for staff to respond within five working days. There may be times when you get a response much sooner than this if a staff member is dealing with e-mails or the matter is urgent. Please expect that responses are likely to take up to the full five working days in most instances.
Typical working hours for staff are between 9am and 5pm. If you e-mail after 5pm your response may not be acknowledged until the following day. The five day turnaround will then commence from 9am on that day. If you e-mail later in the week please be aware that you may not get a response until the following week as Saturday and Sunday are not formal working days.
What do I do if I don’t get a response within 5 working days?
Please check that your original e-mail was written using the guidelines outlined above. If it is not then a staff member may have decided not to reply to your e-mail as it was inappropriate.
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Did you use your university e-mail account?
You must use your university e-mail when communicating with staff and fellow students in regards to university business. If you use an external e-mail (hotmail etc.) staff cannot respond to this under the direction of university guidelines.
Have you -mailed the right person?
Modules
If your query is relating to a learning activity within the seminar you should email your seminar tutor. If they cannot answer your question(s) then they will forward your e-mail to the module leader. However, if your query is a) related to material delivered during lectures and/or b) related to any module organisation matters, not covered by MyBeckett, please email the module leader directly. Unless absolutely necessary, you should not copy more than one member of staff into an e-mail as this can lead to mixed communication and often end in confusion.
Personal Issues
If your e-mail relates to a personal or course matter then you should e-mail your personal tutor in the first instance. If they cannot answer your question (s) then they will forward your e-mail to the level or course leader. Only in circumstances where you may want to discuss confidential matters should you contact your level leader or course leader directly. This should only happen if you would feel more comfortable communicating directly with them rather than your personal tutor.
Was the information already in the module handbook?
If you have asked for information that is already in the module handbook (e.g. assessment hand in dates) then the staff member will not reply to your e-mail as you are expected to read this document prior to contacting a member of a module team.
Did you receive an out of office reply?
If you received an out of office reply then within the reply you will have been directed to contact an alternative person who will be able to help you. You should resend your e-mail to the identified person and copy in the original recipient so that they know the conversation has progressed. If you are unsure who to send your e-mail too, please use the generic admin email address for your course and provide details of who you were trying to get in touch with, what the issue was about and copy in your previous e-mail. The admin team should then be able to direct your e-mail to the correct person.
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I followed the guidance but haven’t had a reply, what do I do?
If you have written an appropriate e-mail, but have not received a response within the stated time frame then please resend your e-mail again. You need to write a further note outlining the date and time of your original e-mail and a polite request for the staff member to reply. If you do not receive a response within two working days of this e-mail then please forward the e-mails to your personal tutor who will help you get a response from the member of staff.
Sample e-mail template
Subject: Module, Introduction to Research and Study Skills Dear (seminar tutor’s name)
I have recently collected the feedback for my literature review assessment from Fairfax reception. I have read my work and the feedback that you have provided. If it is possible I would like to meet you with to help to clarify a few of the points that you have raised around the content of my submission to help me improve my academic writing for future assessments. Please could you let me know a convenient time at which you would be able to meet me? I am free on Tuesdays after 2pm and Thursdays before 1pm.
Kind Regards Your full name Student ID
Course name and level
6.6 University Regulations
There are two sets of regulations you need to be aware of, The University Academic Principles and Regulations and The General Regulations: Leeds Beckett University Students. The Academic Principles and Regulations relate specifically to your studies and your course. They cover issues such as assessment, progression and award requirements amongst a range of other issues.
The General Student Regulations deal with a range of issues which apply to all students of our University.
6.7 Academic Principles and Regulations
Our University Academic Principles and Regulations can be found at: http://www.leedsmet.ac.uk/about/academic-regulations.htm.
28 You should familiarise yourself with the Academic Principles and Regulations. The following sections are of particular relevance to your course:
• Assessment – general provisions (C1) • Achievement of credit (C2)
• Student progression (C3) • Conferment of awards (C4) • Management of assessment (C5)
• Conduct of assessment: coursework and other assessed work (C6) • Administration and conduct of examinations (C7)
• Written examinations: regulations for candidates (C8) • Cheating, plagiarism and other forms of unfair practice (C9)
• Disabled students and students with specific learning difficulties (C10) • Boards of examiners and examination committees (C12)
• Disclosure of assessment results (C14)
• Extenuating circumstances and mitigation (C15)
• Appeal against a decision of a board of examiners or examination committee (C16)
The Students’ Union Advice service (www.leedsmetsu.co.uk) is able to offer advice and guidance on how to understand and use the Academic Principles and Regulations.
Where students are undertaking any form of research project, reference should be made to the Research Ethics Policy and Research Ethics Procedures which can be found at: http://www.leedsmet.ac.uk/studenthub/research-ethics.htm.
6.8 General Regulations
The General Student Regulations are available at the following web link: http://www.leedsmet.ac.uk/about/student-regulations.htm. You should familiarise yourself with the student regulations relevant to you.
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Appendix A: Core Teaching Team
Professor Anne Flintoff:
Anne Flintoff is Professor in Physical Education and Sport and head of the University's Diversity, Equity and Inclusion Research Centre. She has been involved in school PE - as a teacher, teacher trainer, and researcher for over twenty five years. Her teaching, research and consultancy centres on issues of equity and social inclusion, particularly gender, in physical education and sport.
Dr Thomas Quarmby
Thomas Quarmby is a Senior Lecturer in Physical Education and Sport Pedagogy. He joined the university in September 2012. His research centres on underprivileged young people’s experiences of physical education and sport, particularly looked-after children. Tom’s teaching centres on socio-cultural perspectives of physical education and is also interested in innovations in physical
education and the use of technology to enhance student learning and engagement.
Dr Hayley Fitzgerald
Dr Hayley Fitzgerald is a Reader in Disability and Youth Sport. She has extensive experience of managing evaluations and research in this area and has completed contracts for the Youth Sport Trust, Sport Scotland, sports coach UK and the English Federation of Disability Sport. This work has encompassed qualitative and quantitative data collection and Hayley is known for her data collection methods that enable people experiencing learning and multiple disabilities to be meaningfully included in research. Currently, Hayley is Chair of the UK Disability Sport Coaching, Learning and Leadership Group and is the Co-convener of the BERA PE & Sports Pedagogy Group. Away from work Hayley likes to set herself fitness challenges; her latest being to master the art of boxing.
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Dr Annette Stride
Annette joined the University in 2007 and currently teaches on the Masters in Physical Education and the Sport Business Management under-graduate programme. Prior to joining the University Annette worked for 13 years in Further Education; the last three years as Head of Department for Sport, Recreation and Public Services at Bradford College. Annette completed her PhD in 2012, exploring the PE and physical activity experiences of a group of South Asian, Muslim girls. Her research interests focus upon issues of social justice in PE and physical activity contexts using a middle ground feminist theoretical approach. Within her work Annette is
committed to ensuring that voices that are typically marginalised in traditional research are given a platform. Annette has presented her work at international conferences in America, Australia, New Zealand and Europe and publishes in key academic journals. In her spare time Annette (tries to) play football, coaches, runs (slowly) and follows her home team of Wolverhampton Wanderers. When she finds time to sit down Annette binge-watches and reads thrillers.
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Appendix B: Programme Specification
Course Overview and Aims
Physical Education provides a challenging and dynamic focus for post graduate study. Physical education has an important part to play in the education of all young people for healthy, active lifestyles, and yet as a specific subject, its position, identity and status globally within schooling, has long been contested. This course is interested in a critical examination of the contested nature of physical education; how and why particular conceptions of the subject have emerged, and the implications for young people and teachers’ identities, opportunities and experiences. A study of Physical Education includes, but is not limited to, the knowledge, understandings and practices that constitute and construct the subject commonplace within schools around the world. Physical Education is about teaching, learning and curriculum, elements that are often interdependent and encompassed under the umbrella concept of ‘pedagogy’. The course uses these and broader definitions of Physical Education which point to the processes by which individuals are educated in, about, and through the physical – experiences that can happen across a variety of contexts. The core of this course focuses on socio-cultural and educational perspectives in order to critically assess contemporary policy and practice, but provision is made through the option programme for students to broaden their disciplinary focus of study.
The course engages with processes of inclusion and exclusion, and how these are enabled or constrained through policy and pedagogy. Issues of gender, sexuality, race, religion, disability, class and age and their impact on young people and teachers’ opportunities and experiences are explored.
The strength of the course lies in its development of critical, reflexive and scholarly understandings of physical education, and as such, it is appropriate for practising teachers, coaches, sports development officers, youth and community workers, those in leadership positions within the subject, future practitioners, and others interested in developing their knowledge through research informed, higher level study. The course welcomes UK and International students.
The course is informed by international, national and local research conducted within the Research Institute for Sport, Physical Activity and Leisure (RISPAL) in the Carnegie Faculty at Leeds Metropolitan University, and beyond. Many of the course teachers are active researchers in the field of Physical Education and youth sport, ensuring that the student experience is research-informed and reflects current thinking.
Aims:
The course provides opportunities for critical engagement with advanced knowledge, understanding and skills within PE, and for reflection on participants’ own and others’ practice.
32 More specifically the course aims to:
Develop knowledge and understanding of contemporary policy and practice within PE.
Develop a critical understanding of a range of theories, methodologies and research findings in PE and assess their significance and implications for practice.
Foster the development of research, vocational and professional competencies within PE
Provide opportunities for critical reflection on own and others’ practice
Enable students to initiate, develop and implement a sustained, independent piece of research.
Learning Outcomes
1. Demonstrate a critical awareness of a range of theoretical and empirical research within physical education and sport.
2. Demonstrate an understanding of, and ability to apply, key concepts and selected theoretical frameworks to explore contemporary issues and concerns within physical education and sport.
3. Develop a reflexive approach and critically apply research methods, problem solving and ethical approval processes to a topic within physical education and sport.
4. Demonstrate independence and originality in approaching and undertaking a major independent research study in physical education and sport.
5. Demonstrate a critical appreciation of the work of key professionals in physical education, sport and related employment contexts.
Postgraduate Employability and Professional Context
Students have access to university careers support in taught sessions around ‘job-hunting with my post-graduate degree’ as well as access to a range of on-line
materials on writing CVs, applying for jobs, writing letters of application, collating and communicating key skills etc. on www.leedsmet.ac.uk/careers
Students come from or move onto, a range of employability or professional contexts. These include:
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PGCE and Schools Direct pre-service teaching awards
PG research for example MA by Research, M Phil, PhD
Further Education lecturing
Working in sport governing bodies
Local Authorities, Leisure and Sport or charities
Internships with charities, sport corporations
Teaching
Value-added elements of the course include:
Access to research active staff applying research to policy and practice in the workplace
Opportunity to tailor their own programme of study through accessing a range of electives from across the appropriate Carnegie suite of masters.
Context specific advice and support on applying for external PhD posts/bursaries etc.
Engagement with professionals from different PE/youth sport contexts through modules, and /or university events/lectures
Access to Carnegie Research Institute seminar series
38 Course Learning Outcomes
On successful completion of this course, students will be able to:
1 Demonstrate a critical awareness of a range of theoretical and empirical research within physical education and sport.
2 Demonstrate an understanding of, and ability to apply, key concepts and selected theoretical frameworks to explore contemporary issues and concerns within physical education and sport.
3 Develop a reflexive approach and critically apply research methods, problem solving and ethical approval processes to a topic within physical education and sport.
4 Demonstrate independence and originality in approaching and undertaking a major independent research study in physical education and sport. 5 Demonstrate a critical appreciation of the work of key professionals in
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Course Learning Outcomes Mapping
Please link to “Vertical Integration” in the Postgraduate Course Development Principles document
Title and Level Core (Y)
CLO 1 CLO 2 CLO 3 CLO 4 CLO 5 CLO6
Diversity and Discrimination
Y X X X
Curriculum, pedagogy and practice in Physical Education and Youth Sport
Y X X X
Understanding Young People’s Experiences of Physical Education and Sport Y X X X X Research Methods Y X X Major Independent Study Y X X X X Innovations in Physical Education Insert Module Title 7, level 7
X X X
Sport Injury and Liability X X
Student Negotiated Learning
X X X
Health Promotion in children and families
X X
Optimising Learning and Development
X X
Professional Values and Practice
X X
Policy and Practice in outdoor and
adventurous activity
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Course Structure
Level 7
The MA PE consists of 9 x 20 credit modules. Students study 3 core modules; Equity and Diversity; Curriculum Pedagogy and Practice and Understanding Young People’s
Experiences of PE, a Research Methods module, Major Independent Study (worth 60 credits) and select two electives.
Full Time Study Pattern
Semester 1 Core (Y) Semester 2 Core (Y) Diversity and Discrimination Y Understanding Young People’s
experiences of PE
Y
Curriculum, pedagogy and practice in Physical Education and Youth Sport
Y Elective 2
Research Methods Y
Elective 1
Semester 3
Major Independent Study Y Major Independent Study Y
Part Time Study Pattern
Year One, Semester 1 Core (Y) Year One, Semester 2 Core (Y) Diversity and Discrimination Y Understanding Young People’s
experiences of PE
Y
Curriculum, pedagogy and practice in Physical Education and Youth Sport
Y Elective 1 (or leave for Year 2)
Year Two, Semester 1 Core (Y) Year Two, Semester 2 Core (Y) Research Methods Y Major Independent Study (or
Elective 1)
Y
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Year 2, Semester 3
Major Independent Study Y
Elective Provision:
The two electives are chosen from the following, subject to availability and viability. Exceptionally, students may make a case to select a module from elsewhere in the Schools of Sport or Education and Childhood masters portfolio, where appropriate and approved by the relevant course leader. The elective provision for the MA PE is:
Semester One:
Innovations in Physical Education
Sport Injury and Liability (Sport Management Academic Group) Student Negotiated Learning (Sport Management Academic Group) Policy and Practice in Outdoor and Adventurous Activity
Semester Two:
Professional Values and Practice (School of Education) Optimising Learning and Development
Student Negotiated Learning (Sport Management Academic Group) Health Promotion in children and families (School of Education)
Learning & Teaching Approaches
The learning and teaching on the Masters in Physical Education degree places the student at the centre of the experience by fostering an inclusive, supportive and challenging environment. Through a curriculum which is informed by research and professional practice students will develop the required knowledge, understanding and experience. The course will focus on developing sound knowledge of the subject (content) ample opportunities to apply their learning whilst enhancing learning through problem solving approaches. The learning approaches will develop students’ independent learning capability and critical thinking skills as well as enhance their career development.
