Academic Year 2018/19 Frequently asked questions by undergraduate students in Physical Education and Sport and Exercise Sciences - FACULTY OF ...
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FACULTY OF EDUCATION AND HEALTH SCIENCES
DEPARTMENT OF PHYSICAL EDUCATION & SPORT
SCIENCES
Academic Year 2018/19
Frequently asked questions by undergraduate
students in Physical Education and Sport and
Exercise Sciences
Email: pess@ul.ieCONTENTS
TIMETABLING / PESS UNDERGRADUATE PROGRAMMES
1. Introduction
2. What dates do I need to know for the academic year?
3. What is the programme of study over the four-year Physical
Education programme?
4. What type of modules will I experience in choosing a
particular elective option on the Physical Education
programme?
5. What is the programme of study over the four-year Sport and
Exercise Science programme?
ATTENDANCE
6. What is expected of me as a PESS student?
7. What do I wear for practical classes?
8. Do I need to attend all my practicals / lectures / labs?
9. What should I do if I have missed a compulsory class because I
am sick, experiencing a bereavement or dealing with personal
issues?
10. Do I need to be available throughout the whole semester and
during exam periods.
PESS FACULTY AND CONTACT DETAILS
11. What and who is an advisor?
12. How do I contact a member of faculty?
ACADEMIC WORK
13. What is a module outline?
14. What is a scoring rubric?
15. What happens if I submit an assignment late?
16. What if I fail a module?
17. What if I fail an element of a module?
18. Plagiarism
USING PESS FACILITIES
19. Where are the room codes for the PESS building?
20. What is expected of me when working in labs?
21. How do I get to work in a lab in the evening?
COMMUNICATIONS
22. What is SULIS and how do I use it?
23. What are public folders?
STUDY METHODS23. How do I study efficiently? 24. How do I write an essay? 25. How do I reference properly? GENERAL INFORMATION 28. Student_vetting
1. Introduction
Dear student
Welcome to the PESS Department.
The Student Handbook is designed to provide useful information to help you meet the
requirements of your chosen course to the best of your abilities. Some sections of
the booklet provide advice, whilst others detail the mechanisms being put in place to
ensure that students are treated fairly and equitably. It also provides details of the
coursework requirements (attendance and submission of coursework), penalties
applied for non-submission of coursework and non-attendance at labs and tutorials
and guidelines for referencing and plagiarism.
While I hope this handbook will help you through your course of studies here it is not
a replacement for the University of Limerick Student Handbook which you must refer
to for specific university regulations. University Student Handbook .
Finally I hope that you will have a happy and successful experience of student life in
the University of Limerick for the duration of your programme. Please do not hesitate
to contact your PASS Advisor, Course Director or any of the PESS faculty if you need
information, help or assistance.
Dr Giles Warrington
Head of Physical Education and Sport Sciences Department2. TIMETABLING / PESS UNDERGRADUATE PROGRAMMES
What dates do I need to know for the year?
PLEASE NOTE THAT SCHEDULED LECTURE TIMES ARE MONDAY TO
FRIDAY 9AM TO 6PM.
LECTURES SHOULD BEGIN ON THE HOUR AND FINISH AT TEN TO THE
HOUR. THIS IS TO FACILITATE STUDENTS TO GET TO THEIR NEXT
LECTURE ON TIME
Autumn Semester Teaching 2018
Week 1-12 10 September – 20 November
Week 13 03 December– 7 December
Exams 07 December – 20 December
Christmas Break 21 December – 18 January
Spring Semester Teaching 2019
Week 1-9 21 January – 12 April
Easter Break 15 April – 23 April
Week 13 22 April – 26 April
Exams 29 April – 13 May
Annual Repeats 2019 26 August – 31 AugustSchool Placement – Physical Education
Placement
Dates Requirements
Year 2; Semester 2
Students will familiarise
themselves with the running
Monday Placements 4th Feb & 11th Feb
of the school. Preliminary
planning and observations.
On average 12 direct
teaching periods (max 15)
8 Week Block Placement 25th February – 3rd May and three non-direct
teaching periods (Junior
Cycle classes).
Placement
Dates Requirements
Year 4; Semester 1
Students will familiarise
themselves with the running
Monday Placements 10th & 17th Sept
of the school. Preliminary
planning and observations.
On average 12 direct
teaching periods (max 15)
10 Week Block
24th Sept – 7th Dec and three non-direct
Placement
teaching periods (Some
Senior Cycle classes).
Sport & Exercise Sciences Cooperative (COOP) Placement
3rd Year from January to August 20193. What is the programme of study over the four-year Physical Education
programme?
B.Sc. Physical Education Programme 2018-19
Sem. 1 Year #1 Sem. 2
PY4031 Foundations of Teaching and Learning 6 PY4112 Physiology & Anatomy and the Pedagogy of 6
Physical Education HRA
PY4071 Pedagogy of Outdoor Adventure 6 PY4102 Introduction to Fundamental Movement Skills 3
PY4081 Pedagogy of Invasion Games 6 SS4142 Scientific Perspectives on Sport & Exercise 3
Psychology
EN4041 Contemporary Understanding and 6
Thinking on Education EN4032 Understanding Young People and How They 6
Learn
EN4022 Educational Technologies for Teaching & 6
Learning
Sem. 3 Year #2 Sem. 4
PY4123 Instructional Alignment in Physical 9 PY4084 Pedagogy of Lifetime Physical Activities 3
Education
EN4034 Preparation for School Placement 6
PY4133 Pedagogy of Dance & Gymnastics 6
TP4014 School Placement 1 18
EN4033 Planning for Learning 6
EN4043 Understanding Classroom Practices 6
Sem. 5 Year #3 Sem. 6
PY4135 Adapted Physical Activity & Physical 3 PY4055 Sociological Concepts of Teaching & Learning 3
Education in Physical Education
PY4145 Qualitative Biomechanics for Physical 3 PY4086 Psychology of Movement Development from 3
Education Infancy to Adolescence
PY4155 Pedagogy of Aquatics & Athletics 6 PY4096 Pedagogy of Striking, Fielding, & Net Games 6
EN4015 Curriculum & Policy Studies 6 EJ4116 Project 1 (Research Methods)
3
EN4025 Inclusive Education 1 Contemporary 6 EN4026 Inclusive Education 2 Special Educational
Perspectives Needs 6
Sem. 7 Year #4 Sem. 8
TP4017 Teaching Practice 2 18 PY4108 Youth Sport & Advocacy 6
EN4037 Understanding Schools 6 PY4118 Physical Activity Behaviour, Promotion, & 3
Health
EJ4117 Project 2 (Physical Education) 3
EJ4108 Project 3 3
EN4018 Teachers as Professionals 64. What type of modules will I experience in choosing a particular elective option on
the Physical Education programme?
English – All modules are 6 credits each
Semester 1 Semester 2
EH4001 Critical Practice 1: Academic Reading and EH4002 Critical Practice 2 – Renaissance
Writing Literature
EH4121 Gothic Literature In Ireland EH4012 Restoration and Augustan Literature
Semester 3 Semester 4
EH4003 Introduction to Literary Theory EY4014 Subject Pedagogy 1
Semester 5 Choose 2 Semester 6
EHXXX Augustan and Romantic Literature EH4006 Victorian Texts and Contexts
EH4023 The New World: American Literature to
1890 EY4016 Subject Pedagogy 2
EH4017 Contemporary African Literature in English
EH4007 Literary Modernism
EH4027 Contemporary Women’s Writing
Semester 7 Semester 8 Choose 2
EH4018 Contemporary Irish Literature
EH4008 British Literature 1945-Present Day
EH4016 State of the Union: American
Literature since 1890
EH4026 Colonial/Postcolonial Literature in
English
EH4125 Feminist Theory and Literary
Texts
Gaeilge – All modules are 6 credits each
Semester 1 Semester 2
GA4141 Teanga, Sochai agus Saiocht 1 GA4142 Teanga, Sochai agus Saiocht 2
and Choose 1 from:
GA4133 Litriocht agus Saiocht 1890-1940 GA4134 Litriocht agus Saiocht 1940 I leith
GA4153 Litriocht agus Saiocht 1250-1690
Semester 3 Semester 4
GA4143 Teanga, Sochai agus Saiocht 3 EY4024 Subject Pedagogy 1
Semester 5 Semester 6
GA4147 Teanga, Sochai agus Saiocht 5 GA4146 Teanga, Sochai agus Saiocht 4
GA4006 An Ghaeilge Ghairmiuil
and Choose 1 from: EY4026 Subject Pedagogy 2
GA4138 Litriocht agus Saiocht 4: Scribhneoiri na
Gaeltachta
GA4153 Litriocht agus Saiocht 1250-1690
Semester 7 Semester 8
GA4148 Teanga, Sochai agus Saiocht 6
GA4156 Litriocht agus Saiocht 1690-1850Geography – All modules are 6 credits each
Semester 1 Semester 2
GY4703 Evolution of the Irish and British GY4742 Processes and Patterns in Human
Landscapes Geography
GY4741 The Dynamic Earth GY4754 Reading the Irish Cultural Landscape
Semester 3 Semester 4
GY4743 Economic Geography: Globalization and EY4034 Subject Pedagogy 1
Uneven Development
Semester 5 Semester 6
GY4747 Tourism and Heritage Management GY4744 Biogeography
GY4777 Political Ecology EY4034 Subject Pedagogy 2
Semester 7 Semester 8
GY4708 Global Environmental Change
GY4758 Geography of the Developing World
Mathematics – All modules are 6 credits each
Semester 1 Semester 2
MB4001 Algebra 1 MB4002 Algebra 2
MS4021 Calculus 1 MS4022 Calculus 2
Semester 3 Semester 4
MA4603 Science Mathematics 3 EM4004 Subject Pedagogy 1
MS4131 Linear Algebra 1
Semester 5 Semester 6
MB4005 Analysis MB4004 History and Foundations of Mathematics
MA4017 Geometry
EM4006 Subject Pedagogy
Semester 7 Semester 8
MB4008 Group and Algebraic Structures
MB4018 Differential Equations5. What is the programme of study over the four-year Sport and Exercise Sciences
programme?
B.Sc. Sports and Exercise Sciences 2018-19
Semester 1 Semester 2
SS4411 Coaching Science & Performance 1 (3) SS4422 Exercise and Fitness (3)
SS4321 Functional Anatomy (3) SS4332 Introduction to Biomechanics for Sport &
Exercise (3)
SS4231 Human Physiological Systems for Sport &
Exercise Science (3) BC SS4142 Scientific Perspectives of Sport & Exercise
Psychology (3)
SS4541 Sport & Exercise Sciences: Transition (9)
SS4522 Sport & Exercise Sciences: Immersion (9)
MA4601 Science Maths 1 (6)
CS4911 Introduction to Information Technology (6)
PH4101 Physics for General Science 1 (6)
BC4002 Introductory Biochemistry (6)
Semester 3 Semester 4
SS4403 Coaching Science & Performance 2 (6) SS4404 Coaching Science & Performance 3 (6)
SS4312 Qualitative Biomechanical Analysis (6) SS4405 Sports Injuries (6)
SS4203 Physiology Muscle in Movement (6) SS4204 Support Systems to Muscle Contraction (6)
MA4603 Science Maths 3 (6) SS4103 Psychology of Movement: Development
from Infancy to Adolescence (6)
Option from Option from
LA4901 Principles of Law (6) LA4922 Sport and Law (6)
CS4913 Business Information Systems (6) CS4925 Business Information Technology 1 (6)
Broadening Modules (6) Broadening Modules (6)
Semester 5 Semester 6
SS4305 Qualitative Biomechanical Analysis (6) CO4320 Cooperative Education 1 (30)
CO4330 Cooperative Education 2
SS4205 Nutrition, Exercise Metabolism & Sports
Performance (6)
SS4145 Perception & Cognition in Action (6)
SS4035 Fundamental Concepts of Human Research
& their Application (12)
Semester 7 Semester 8
SS4417 Human Performance Evaluation (6) SS4078 SES Project B (12)
SS4308 Advanced Biomechanical Analysis (6)
SS4318 Novel Methods in Biomechanics (6)
SS4217 Exercise & Health (6)
SS4418 Clinical Applications of Exercise (6)
SS4128 Applied Sport Psychology (6)
SS4198 Exercise Psychology (6)
SS4067 SES Project A (6)ATTENDANCE
6. What is expected of me as a PESS student?
Code of Behaviour
Students are expected to behave in an adult, mature and co- operative manner
at all times and to be punctual for all teaching and practical sessions. Students
are expected to respect the property and interest of other students, the
department and items in public and communal areas.
Adherence to Student Readings
Students are expected to do the necessary preparation before each class. If
readings have been noted on a module outline or the lecturer has made
reference to it in a previous lecture, students are expected to have acquired
and read the text.
Fair Library Book Return
Students are expected to return books to the library on time. It is unfair to keep
them out for long periods of time as other students are unable to gain access
to the information.
7. What do I need to wear for practicals?
It is very important that all students maintain high standards relative to
professional dress and follow safe procedures in relation to practical elements
of both courses. All dress should be appropriate to the activity undertaken
and should present no risk to wearer or others. Particular attention should be
paid to appropriate footwear (For your safety. Proper runners should be worn
during practical classes. “Fashion runners” should not be worn as these are
unsafe and inappropriate.
We ask that your dress for practicals be:
Clean and tidy
Tracksuits zips in working order
Attention drawn to different dress needed for different practicals. This
will be explained by each lecturer.
Appropriate footwear
Conforming to acceptable standards of modesty
8. Do I need to attend all my practicals/lectures/labs?
It is very important that you check the module outline for each element as every
module differs as to what are deemed compulsory components. All applied
practicals, labs and tutorials are compulsory, no exceptions. If for any reason
you miss a practical/lecture/lab you need to check the PESS attendance policy the
steps that you need to follow. To access the policy please see the module SULIS
site.
https://SULIS.ul.ie/xsl-portal or https://www.ul.ie/pess/current-students
9. What should I do if I have missed a compulsory class because I am sick /
bereavement / personal issues?
If you missed a compulsory class for any of the above reasons you need to readthe absence policy, complete the necessary forms and make-up work (where
appropriate)To access the appropriate forms please see the module SULIS site.
https://sulis.ul.ie/xsl-portal or https://www.ul.ie/pess/current-students
10. Do I need to be available throughout the complete semester and exam
periods?
Yes, students are expected to be available throughout the complete semester
and exam periods. Classes are scheduled Monday-Friday 09:00-18:00. If for
any reason that you cannot attend a module element please see absence policy.
To access the appropriate forms please see the module SULIS site.
https://sulis.ul.ie/xsl-portal
PESS FACULTY AND CONTACT DETAILS
11. What and who is an advisor?
(See Page 21 of UL Student Handbook)
New students to UL are assigned an academic advisor. The advisor is a member of
academic staff, usually someone who teaches on your programme.
The aims of the PASS system are to:
• Create a strong sense of belonging in higher education for all UL students
• Establish meaningful interactions between staff and students, on an individual
basis
• Build students’ sense of identity as part of a community of successful higher
education students
• Increase students’ awareness of academic advising and of its importance
• Provide support and promote success for all advisees
• Provide a non-judgemental, supportive environment to help students come to
specific solutions/strategies that work for them
• Provide academic support
• Offer some pastoral support, and refer on to other supports, where appropriate
• Help students to discern how they can succeed on their programme of study.
• What is My Advisor’s Name?
•You can find your advisor’s name in the following ways:a.You received a
confirmation e-mail from UL on successful enrolment. This email is sent to the
e-mail address you supplied to the CAO and your advisor’s name is listed in that
correspondence.
• Your advisor’s name can also be found in your UL Student Portal under the
‘Student Advisor Information’ section. Your Student Portal is accessible at
https://www.si.ul.ie.
Contacts
If you have any queries in relation to PASS, you are requested to contact one of the
following:·
• Your Academic Advisor·
• Your Course Leader
• The First Year Support Co-ordinator –deirdre.m.murphy@ul.ie·• Centre for Teaching and Learning representative –sarah.gibbons@ul.ie·
• The PASS Committee representative from your Faculty –
Catherine.Norton@ul.ie
12. How do I contact a member of staff?
Head of Department
Warrington, Giles (Dr)
Sport and Exercise Sciences
Room: P1-024, Ext: 4309
Email:Giles.Warrington@ul.ie
Course Director – Physical Education
Tindall, Daniel (Dr)
Physical Education/Pedagogy/Adapted PE
Room: P1-022, Ext: 4828
Email: Daniel.Tindall@ul.ie
Course Director – Sport & Exercise Sciences
Carson Brian (Dr)
Physiology
Room: P1-046, Ext: 4943
Email: Brian.Carson@ul.ie
Course Director – Professional Masters Physical Education
Parker, Missy (Dr)
Physical Education / Pedagogy / Curriculum / Assessment
Room: P1-008, Ext: 4674
Email: Missy.Parker@ul.ie
Course Director – Masters in Sports Performance
Lyons, Mark (Dr)
Strength and Conditioning
Room: P1-042, Ext: 2819
Email : Mark.Lyons@ul.ie
Course Director – Masters in Sport and Exercise Psychology
Campbell, Mark (Dr)
Sport Psychology
Room: P1-041, Ext: 4944
Email: Mark.Campbell@ul.ie
Faculty
Calderon, Antonio (Dr)
Physical Education
Room: PG-060, Ext: 4722Email: Antonio.Calderon@ul.ie Donnelly, Alan (Prof) Physiology/Biochemistry Room Room: P1023, Ext: 2808 Email: Alan.Donnelly@ul.ie Freyne Ursula Physical Education Room: P1-021, Ext: 2871 Email: Ursula.Freyne@ul.ie Harrison, Drew (Prof) Biomechanics Room: P1-043, Ext: 2809 Email: Drew.Harrison@ul.ie Healy, Robin Biomechanics Room: P1021A: Ext 2810 Email: .Robin.Healy@ul.ie Herring, Matthew (Dr) Sport Psychology Room: P1-045, Ext: 4762 Email: Matthew.Herring@ul.ie Jakeman, Phil (Prof) Biochemistry/Physiology Room: P1-027, Ext: 2800 Email: Phil.Jakeman@ul.ie Kenny, Ian (Dr) Biomechanics Room: P1-040, Ext: 4308 Email: Ian.Kenny@ul.ie MacIntyre, Tadhg (Dr) Sports Psychology Room, P1-044, Ext: 3430 Email: Tadhg.MacIntyre@ul.ie MacDonncha, Ciaran (Dr) Physical Activity and Health / APA Room: P1-021B, Ext: 3162 Email: Ciaran.MacDonncha@ul.ie Moody, Brigitte Dance, Physical Education Room: P1-022, Ext: 2807 Email: Brigitee.Moody@ul.ie
Walsh, Claire
Applied Studies Coordinator
Room: P1-021, Ext: 3246
Email: Claire.Walsh@ul.ie
Woods, Catherine (Prof)
Physical Activity & Health
Room: P1-020, Ext: 2397
Email: Ciaran.MacDonncha@ul.ie
Teaching Assistants
Kearney, Philip
Teaching Assistant Sport and Exercise Sciences
Room: PG-042, Ext: 4746
Email: Philip.Kearney@ul.ie
Cathal Og O’ Sullivan
Teaching Assistant Physical Education
Room: PG-034
Email: Cathal.Og.OSullivan@ul.ie
ACADEMIC WORK
13. What is a module outline?
This is information that is given to you about each module at the beginning of
the semester and is available on SULIS. It is very important that you keep
these throughout the semester and refer to them frequently.
The outline will have information relating to:
Rationale for the module
Course content
Learning Outcomes
Recommended readings / books / articles / websites
Requirements
Assessment
Attendance
Scheduling of the lectures/ labs/ practicals
14. What is the scoring rubric?
The PESS Department will issue all your assessment grades in percentage
form. If the assessment of your module consists of several parts these will
be combined mathematically to produce a final percentage grade for the
module. This final percentage will then be converted to a literal grade to
give you your final module grade. Percentage bands used to calculate your
final module grade are outlined in the table below and continued overleaf.
It is important to note that the percentages outlined are to three decimal
places as this is reflective of what is used to calculate the module letter
grade.To determine your QCA the University will use the procedures outlined in the Academic Regulations (See Appendix 1 and 2 Page 21 and Page 26 or UL student handbook) http://www2.ul.ie/pdf/388196739.pdf to combine all the final module grades you have achieved. The QCA is a score given out of 4. Your final degree classification is based on your final QCA. For essay-type assignments which are completed over a greater period of time than examinations, faculty assessing the work may also wish to give due regard to the following criteria: • Originality • Adoption of a critical perspective • Fulfilment of the initial brief • Referencing • Relevance to the topic • Factual accuracy • Grammar and spelling • Presentation
PESS Grade Descriptors Rubric
Equivalent Performance/
grade and % Knowledge & Analysis & Structure & Responses
Synthesis Outside Reading Presentation
Understanding Interpretation Approach Not Applicable to
Reflections
A1 In-depth knowledge Effective synthesis Thorough and Evidence of a A coherent and Performance/ No errors,
Outstanding and understanding of of information into convincing analysis significant amount cogent structure responses are persuasive level of
≥ 80% principles and a wider context. and interpretation. of relevant outside and approach. clearly original and language, correct,
concepts related to reading. reflective. consistent
the topic. referencing.
A2 Comprehensive Some evidence of Excellent analysis Some evidence Very few errors,
Excellent knowledge and synthesis of and interpretation. that the elements of some
≥ 75% understanding of information into a performance/resp persuasive level of
principles and wider context. onses are original language, correct,
concepts related to and reflective. consistent
the topic. referencing.
B1 Substantial but not Attempt at Very good analysis Evidence of a Structure and Performance/ Some errors, some
Very Good totally synthesis of and interpretation. considerable approach is logical, responses reflect persuasive level of
≥ 70% comprehensive information into a Some gaps in logic. amount of outside well organised. some originality. language, mostly
knowledge and wider context. reading. correct, consistent
understanding of referencing.
principles and
concepts related to
the topic. Some gaps
in knowledge.
B2 Reasonable Good analysis and Some reference to Good, clearly Performance Some errors,
Good knowledge and interpretation. outside reading organised /responses are articulate level of
≥ 65% understanding of with logical structure and organised rather language, mostly
principles and integration. approach than inspired. correct, consistent
concepts related to referencing.
the topic.
B3 Familiarity with Acknowledges Reasonable Outside reading Systematic Performance Multiple errors
Competent knowledge and some information analysis and referenced but not structure and /responses are throughout, fluent
≥ 60% understanding of in a wider context interpretation. totally integrated approach. level of language,principles and into the organised rather mostly correct,
concepts related to arguments. than inspired. consistent
the topic. referencing.
C1 Shows recognition of Almost no Some degree of Limited evidence Organised
Satisfactory knowledge and synthesis of analysis and of outside reading. structure and
≥ 55% understanding of information into a interpretation. approach.
principles and wider context.
concepts related to
the topic.
C2 Adequate knowledge No synthesis of Simple analysis Very little Inconsistent Performance Range of errors,
Acceptable and understanding of information into a and interpretation. reference to organisation in /responses based hesitant fluency,
≥ 50% principles & concepts wider context. outside reading. structure and on exiting models substantial
related to the topic. approach. and information. referencing
inaccuracies.
C3 Undeveloped No synthesis of Partially Focus on material Basic structure and Performance Substantial
Basic knowledge and information into a developed analysis covered in lectures approach that /responses are number of errors.
≥ 45% understanding of wider context. and interpretation. rather than lacks logicality. factual. Fluency is
principles & concepts Omitted to outside reading. fractured,
related to the topic. address important Almost no numerous
aspects of the reference to referencing
assessment task. outside reading. inaccuracies.
D1 Insufficient evidence No synthesis of Almost no analysis No reference to Disorganised Performance Substantial
Weak of knowledge and information into a and interpretation. outside reading; structure and /responses number of errors.
≥ 40% understanding of wider context. limited reference approach. replicate others’ Some incoherence
principles and to lectures. responses. in the
concepts related to communication of
the topic. Unable to the task,
recall important numerous
material. referencing
D2 Very little knowledge Very poor No reference to Disorganised and Performance inaccuracies.
Poor – and understanding of attempts at outside reading or incoherent /responses are
Compensatory principles and analysis and lectures. structure and superficial.
Fail concepts related to interpretation. approach.
≥ 35% the topic.
F The work is No evidence of Performance Substantial
Fail completely analysis and /responses fail to number of errors.
< 35% unsatisfactory and interpretation. address tasks. Some incoherenceshows very limited in the
evidence of communication of
knowledge and the task,
understanding of referencing is
principles and inaccurate or non-
concepts related to existent.
the topic.
Comments:Discretionary Band Procedure:
A student whose QCA is within 0.05 of the QCA required for first class, 2.1 or 2.2
classification will be awarded the upper classification.
Degree Awards within EHS will now be based on the following QCA:
Award Classification Cumulative QCA
First class honours ≥3.35
Second class honours grade 1 (2.1) ≥2.95
Second class honours grade 2 (2.2) ≥2.55
Third class honours ≥2.00
15. What happens if I submit an assignment late?
All coursework must be submitted according to the dates and times
specified by the tutor and noted on the module outline. The late submission
of work will be subject to deductions. The following automatic system of
penalties will operate:
Days Late Penalty
1 15%
2 30%
3 60%
4 100%
16. What if I fail a module?
If you fail a module in either Autumn or Spring semester you will be asked
to repeat it during the August repeats (See UL Student Handbook, Section
6 Student Progression)
17. What is I fail an element of a module?
If you fail an element of a module, it is up to the lecturer on how and when
this element should be repeated and this will be noted on the module
outline. The element to be repeated will be capped at C3.18. Plagiarism
Plagiarism is the use of another’s ideas and/or words without a clear
acknowledgment of the source of the information. Passing off another
scholar’s work as your own is plagiarism and is considered a major
disciplinary offence. Read more about plagiarism, particularly the paper by
Dr. Sarah Moore, in Appendix 3 of the UL Student
Handbook
Turnitin.com is used at the University of Limerick to check for
instances of plagiarism in students’ work. Check with your department
with any questions about the use of Turnitin.
USING PESS FACILITIES
19. Where are the room codes for the PESS building?
Locations beginning with PG = Indoor Practical locations incl. labs
PG-031 = Sports Hall
PG-033 = Gym
PG-053 = Multi-Purpose Hall
PG-040 = Biomechanics Lab
PG-039 = Anatomy/Kinesiology Lab
PG-048 = Biochemistry Lab
PG-050 = Physiology Lab
P1-038 = Psychology Lab (overlooking sports hall)
P1-037 = Pedagogy Lab (overlooking sports hall)
P1-033 = Lecture Theatre
P1-032 = Classroom
PG-052 = Body Composition Lab
PG-052A = Isotope Ratio Mass Spectrometry Room
20. What is expected of me when working in Labs?
At all times students must conduct themselves in a professional manner.
Laboratory work is potentially hazardous. Each laboratory will have their
own health and safety guidelines posted to the laboratory wall which you
should take time to read.
It is now required that all BSc Sport and Exercise Sciences students are
vaccinated against Hepatitis B. A vaccination process will begin in
semester 2 of year 1 for all students in line with our fitness to practice
policy.
GENERAL GUIDELINES
Appropriate clothing should be worn at all times:
Lab coat when dealing with bloods and/or the biochemistry
laboratory.
Sports gear e.g. shorts and vest/t-shirt when conducting human tests
and protocols. Use eye goggles and gloves where appropriate.
Keep a lab book:
Get into the practice of recording all your notes for lab classes and
experiments in a dedicated lab book.
Look after laboratory equipment:
Treat all laboratory equipment with care and replace it back to its
appropriate storage space.
Report to your lab tutor or technician any breakages or missing
equipment.
It is now required that all BSc Sport and Exercise Sciences
students are vaccinated against Hepatitis B. A vaccination process
will begin in semester 2 of year 1 for all students in line with our
fitness to practise policy – see PESS Website.
Clean up spillages and used equipment when it is safe to do so.
Food and drink are not permitted in any laboratory.
Always pay attention to your surroundings and be aware of what others
are doing.
Always wash hands and arms with soap and water before leaving the
laboratory.
The computers in laboratories are not for personal use. Do not surf the
internet.
EMERGENCY
Know where to find the nearest exit in case of fire or other
emergency.
Know the whereabouts of the nearest fire extinguisher, fire blanket, first aid
kit, eye wash equipment, shower and telephone.
Report any accidents to the lab tutor or technician, even minor
accidents.
21. How do I get to work in a lab in the evening?
It is very important that students are aware of the procedures related to
evening supervision in labs.
http://www.ul.ie/pess/current-students
COMMUNICATIONS
22. What is SULIS and how do I use it?SULIS is a set of software tools designed to help lecturers, tutors and
students have spaces (web sites) for collaboration, communication,
teaching and learning. It can be accessed from anywhere with an Internet
connection. https://SULIS.ul.ie/xsl-portal
23. What are public folders?
Public Folders are an element of Microsoft Outlook that allow
lecturers and tutors to share lecture notes with their students.
http://193.1.101.186/pdf/335682501.pdf
STUDY METHODS
24. How do I study efficiently and effectively?
Where to Start?
Begin by reading the UL Student Handbook. This booklet also contains
an introduction to the development of study skills which we have
developed upon as follows:
How to read a textbook
Reading a textbook is not like reading a novel. You do not begin with the first
line and read consecutively until the last line on the last page. You should go
to a textbook with questions to be answered and you make use of the table of
contents and index to get to the relevant sections of the book. A good strategy
to follow is the SQ3R (Rowntree, 2001).
S = survey. When reading a chapter first survey it by scanning down through
it noting section headings, diagrams, and examples.
Q = question. As you survey ask questions about what headings,
concepts, etc. might mean and what diagrams and examples
illustrate.
3R = read, recall, and review.
o Read: Read the introductory paragraph and then skip down to the final
paragraph or summary. Then go back to the start and read the whole
chapter more carefully. If it is a long chapter or a difficult one you might
divide it into sections.
o Recall: When you have read the chapter or section of it in more detail
turn the book over and try to recall in your own words what you have just
read writing down the main points. The contents might come out in a
different order to which you have read them in but you can later put them
in order. Testing yourself through recall is extremely important. It helps
your understanding and your memory and also enables you to identify
what you don’t remember and what you don’t understand. The recall
process is so important that most study time should be spent on it.
o Review: Next re-read to check that you have recalled correctly. Then
read again focusing particularly on the aspects which you forgot or do
not understand. Then repeat the recall process. If you continue not to
understand certain content this is when you should seek the help of thelecturer, a tutor or classmates or consult another text. Making notes from books or articles Many make the mistake of transcribing whole chunks of what they read. Remember you are trying to record and recall only the essentials of the author’s argument or discussion and your notes should contain just enough detail to bring it clearly back to mind at a later date. Your notes should be the summary of what you read, remember and understand of the key concepts. They should be personal and unique to you. How to learn from lectures To get the most from lectures prepare beforehand for them. You should go to a lecture with questions in mind about the topic. Having questions about the meaning of material will help you to concentrate better and to be involved actively rather than passively in the lecture. This in turn will lead to better understanding, memory and learning. Where possible try to apply the SQ3R strategy or elements of it to learning from lectures. In order to get questions for a lecture you need to survey the material beforehand. This may be difficult or seem impossible as the lecture has yet to be given. However there are ways to overcome this difficulty. Many lecturers put the outline of their PowerPoint presentations of their lecture in their public folder or on SULIS before the lecture. If this is so you can download it and survey it and formulate questions from it before going to the lecture. If the lecturer does not make their presentation available you may have received a week by week list of lecture topics with your module outline. This will enable you to go to a textbook and scan or, if you have time, read about the topic and formulate some questions before the lecture. If you do not have a topic list make it your goal to listen very carefully to the beginning of the lecture as the topic is introduced and formulate questions there. Continue to ask questions in your mind throughout the lecture. Making notes at lectures Many make the mistake or trying to write down everything or as much as possible of what is said. It is very difficult to listen, get meaning and write at the same time. Others write more sparingly but miss the key points. Practise and learn to recognise and focus in on key concepts. Distinguish between the key concepts and the elaborations and examples the lecturer will give to explain them. Write your notes using abbreviations and diagrams. After the lecture Later in the day rather than immediately reading your notes try to recall what was said in the lecture and then check your notes and, the if its available, the PowerPoint outline of the lecture. It can be helpful to do the recall of the lecture with one or two others in the class. Your memory and understanding can then extended by consulting the recommended reading given by the lecturer. The need to practice learning at university The strategies identified above for getting the most out of your reading and your lectures need to be learned and take practice. If they are new to you, in the beginning, it may be very difficult and you are likely experience failure in getting
the strategies to work. However with perseverance using the strategies will
become easier and will make a big difference and your study will become more
efficient and effective.
Some useful sources for study methods
o Moran A (1997). Managing Your Own Learning at University. University
College Dublin Press Pub.
o Rowntree, D. (2001). Learn How to Study. Warner Books Pub.
www.how-to-study.com
ESSAY WRITING
25. How do I write an essay?
Writing essays helps you in at least three ways.
It forces you to organise your ideas and material and engage critically to
develop your own point of view.
It enables you to have a dialogue with your tutor through which you will get
feedback on your strengths and weaknesses.
It gives you important practice in developing analytical skills, the ability to
synthesise and organise ideas and material which is certainly useful in
examinations, but perhaps more importantly in the long term, these skills are
precisely the ones which will be essential for a successful career.
Before you start writing
i) Understanding the question
Examine the precise wording and underline key words.
Analyse the title and write down the key questions that the wording of the title
is asking you to address. These initial questions can be refined and extended
as you get into your reading.
ii) Start your preparation early
Read around your topic, make your notes, give yourself time to reflect before
you return to your notes and begin to write the essay.
iii) Planning
Do not plunge straight into writing your essay from your notes. Think your
essay through and plan it carefully before you return to your notes. Then,
when you have your outline plan, which clearly identifies key points and
stages in the development of your argument, return to your notes and select
the material needed to flesh out your outline plan.
iv) The Outline Plan
Essays should have a beginning, a middle and an end.
v) Introduction
Comment on the subject, interpret the question. Identify whichaspects you are going to deal with and why.
vi) Body of the Essay
Develop your argument through three or four main ideas which you
structure around the development of your theme.
Support the ideas with examples drawn from experience or from
published work.
vi) Conclusion
Summary of main ideas: Firm and tentative answer to the question or
comment on it, indicating wider implications, trends or need for further
consideration.
Improving Your Written English
A University education should give you the opportunity to practice and
improve your written English. It is an essential skill which employers value
very highly.
It should be possible for you to improve your writing skills if you take the
following steps:
a) Find out from your lecturers and tutors which aspects of your written
English are deficient and ask for detailed corrections.
b) Take an interest in your ability to write well. Do not be satisfied with your
first attempts to express an idea. Change and rearrange words. Read
sentences out loud. Ask a friend to proof read your work. Learn to use
a Thesaurus.
c) Have good models to copy. Take note of the English used in text books,
novels and serious newspapers.
d) Take advantage when necessary of the study skills tuition offered
by the University. https://libguides.ul.ie/citeitright
26. How do I reference properly?
Referencing acknowledges the books, articles, websites, and any other
material used in the writing of a paper, essay or thesis.
A well-referenced paper identifies and acknowledges material used to build
your arguments. It allows the reader to locate the sources used and it ensures
that plagiarism is avoided.
Elements of referencing
The essential elements of referencing are:
Citing: referring to sources you quote within your document Reference list:
the detailed list of sources that have been cited within the text.
Bibliography: a list of all references consulted in preparing the
document, whether cited or not.
Please note that a reference must be published. A quote from a lecture
cannot be referenced.GENERAL INFORMATION
27. What is the role of a ‘Class Rep’?
https://ulsu.ie/representation/governance
28. Student Vetting
It is the policy of the University of Limerick that students on any of
the UL Programmes with a Vetting Requirement or whom the University places or
makes arrangements for placement at a relevant organisation as part of the student’s
course of education, training or scheme, including any internship scheme, where such
placement requires the student to participate in ‘relevant work or activities’ relating to
children or vulnerable adults, must be vetted in accordance with the University of
Limerick’s Student Vetting Policy.
The University must receive either a vetting disclosure from the National Vetting Bureau
or confirmation from the relevant organisation that the relevant organisation has
received a vetting disclosure from the National Vetting Bureau in respect of the student.
If a student’s placement involves ‘relevant work or activities’ relating to children or other
vulnerable persons, the provisions of this policy apply whether or not the student has
unsupervised access to or assumes a position of responsibility with a child or vulnerable
adult. This is in compliance with the National Vetting Bureau (Children and Vulnerable
Persons) Act 2012-2016.You can also read
