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University of Lincoln Programme Specification - Master of Science (MSc) Sport Science 5. Learning, Teaching and Assessment Strategies 5.1. Learning and Teaching Strategy Current approaches to teaching and learning are characterised by methods which aim to set challenging tasks, provide informative feedback and encourage independent learning. These are signposted by clear learning outcomes in programme specifications, module handbooks and lesson plans. The teaching and learning strategies aim to ensure that learning empowers the students to improve their levels of informed and independent critical analysis and idea dissemination. The most commonly adopted methods for achieving these aims consist of: • Lectures: Lectures provide a guide to a topic, highlighting important areas and providing information on matters that may not be readily available from other sources. During lecture delivery students are encouraged to reflect upon their reading in relation to predefined subject themes. Lectures and seminars are supported by Blackboard. • Seminars: Seminar-based interactive learning provide students with an opportunity to discuss theories and issues, often based on set readings, problems or discussion topics. This approach encourages students to develop both their knowledge of a topic area and their skills of problem solving, critical analysis and evaluation. • Practical/ laboratory work: Many of the modules incorporate practical work in their teaching, where students have the opportunity to work while supervised by their tutor on practical skill development. Practical work is an integral and essential component of the programme. • Real world settings: Students will be able to take advantage of the Department’s network of external coaching and consultancy links to work directly with coaches and athletes. This will help students develop support skills and provide experiential learning which can lead to vocational opportunities. • Research-engaged teaching: The practice of research-engaged teaching aims to develop a sense of inquiry. The use of students as ‘producers’, encourages the student to develop the skills required to become an accredited sport scientist. Students learn how to undertake advanced research culminating in independent research studies, some of which will form the basis for collaborative ventures between staff and students. • Independent study: The ethos is to develop independent learners. Students are set challenging tasks, provided with informative feedback to encourage this mode of learning. A virtual learning environment (Blackboard) is used to support this strategy. 5.2. Assessment Strategy The assessment strategy adopted within the MSc Sport Science reflects the programme’s emphasis on applied practice and the development of a range of communication skills. However, in all assessments students will be expected to demonstrate an appropriate level of understanding of the relevant theoretical issues. The design of the assessment strategy has regard for the following factors: • Assessment types are varied to meet the subject-specific demands of each module. • The student is provided with the opportunity to collect, organise, analyse and interpret data/ information through a variety of assessments including written assignments, laboratory reports, oral presentations, practical demonstrations and formal oral examinations. • All assessment tasks will provide clear criterion-referenced grade descriptors so that rigour, consistency and equality of assessment will be ensured. This will be achieved through team planning and staff moderation. • The development of ‘employability’ skills is enhanced by experiential learning, and opportunities Document Generated on 19 July 2013 Page 8/17
University of Lincoln Programme Specification - Master of Science (MSc) Sport Science for engaging in ‘real world’ assessments will be provided through the Department’s engagement with individuals and organisations outside the University. • The development and assessment of programme outcomes will include the attainment of high-level intellectual skills such as critical analysis and evaluation. • Assessments will develop independent researchers who are required to develop practical competencies within a laboratory/ field setting. • Formative assessments will be utilised to enable the monitoring of progression. Examples of such assessments are simulation activities within the laboratory and field environment, small presentations and sample/ revision questions. • As a general guideline the assessment strategy adopted will be that the components of assessment for a 15 credit point module will total no more than 3,000 words or equivalent, and for a 30 credit point module 6,000 words or equivalent. • Mapping of workloads will avoid undue pressure being placed on students by assessments coinciding. Document Generated on 19 July 2013 Page 9/17
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